2007/2009 Catalog

Wheaton College | Norton, Massachusetts www.wheatoncollege.edu/Catalog  College Calendar

Fall Semester 2007 Fall Semester 2008 New Student Orientation August 25–28 New Student Orientation August 23–26 Upperclasses return August 27 Upperclasses return August 25 Classes begin August 29 Classes begin August 27 Registration period begins August 29 Registration period begins August 27 Pass/Fail option begins August 29 Pass/Fail option begins August 27 Labor Day September 3 Labor Day September 1 Registration period ends September 7 Registration period ends September 5 Pass/Fail option ends September 21 Pass/Fail option ends September 19 October Break October 8–9 October Break October 13–14 Classes resume October 10 Classes resume October 15 Mid-semester notices due October 17 Mid-semester notices due October 17 Last day to drop a course Last day to drop a course without record October 26 without record October 24 Self-initiated Connection Self-initiated Connection proposal due October 26 proposal due October 24 Advisor appointments Oct 29–Nov 2 Advisor appointments November 3–7 Course selection for Course selection for Spring 2008 November 5–9 Spring 2009 November 10–14 Thanksgiving Recess November 21–25 Thanksgiving Recess November 26–30 Classes end December 7 Classes end December 5 Review period December 8–9 Review period December 6–7 Examination period December 10–15 Examination period December 8–13

Spring Semester 2008 Spring Semester 2009 New Student Orientation January 20–22 New Student Orientation January 18–20 Sophomore Half-Time Program January 20–22 Sophomore Half-Time Program January 18–20 Upperclasses return January 22 Upperclasses return January 20 Classes begin January 23 Classes begin January 21 Registration period begins January 23 Registration period begins January 21 Pass/Fail option begins January 23 Pass/Fail option begins January 21 Registration period ends January 31 Registration period ends January 29 Pass/Fail option ends February 15 Pass/Fail option ends February 13 Mid-semester notices due March 5 Mid-semester notices due March 6 Spring Break March 10–14 Spring Break March 9–13 Classes resume March 17 Classes resume March 16 Last day to drop a course Last day to drop a course without record March 21 without record March 20 Self-initiated Connection Self-initiated Connection proposal due March 21 proposal due March 20 Advisor appointments March 31–April 4 Advisor appointments March 30–April 3 Course selection for Fall 2008 April 7–11 Course selection for Fall 2009 April 6–10 Classes end May 2 Classes end May 1 Review period May 3–4 Review period May 2-3 Examination period May 5–10 Examination period May 4–9 Commencement May 17 Commencement May 16

A current college calendar is available online at: www.wheatoncollege.edu/Catalog  Contents

Wheaton: A History 5 The Liberal Arts at Wheaton 11 Academic Resources 19 Academic Standards 25 The Wheaton Community 31 Admission 39 Financial Aid 45 Costs 51 Courses of Instruction 56 Selected Endowed and Other Named Funds 205 Trustees, Faculty, Officers, and Staff 223 Alumnae/i Association 247 Index 249 Contact Information 252   Wheaton: A History

Institutions, like people, are shaped by the experi- Educators of vision ences, people and events that fill their past. The Lucy Larcom, who taught writing, literature and forces that sparked the founding of Wheaton history from 1854 to 1862, may be the best known College began more than 165 years ago, with a of Wheaton’s 19th-century faculty. She certainly father’s wish to memorialize his recently deceased characterized the innovative teacher-scholars who and much-loved daughter. Rather than erect a would follow her as Wheaton faculty members. The marble statue or another static structure, Judge founder of the student literary magazine Rushlight Laban Wheaton, at the urging of his daughter- (which still exists), Miss Larcom also was the cata- in-law, Eliza Baylies Chapin Wheaton, decided to lyst behind the creation of “Psyche,” an intellectual create a living monument. The Wheaton Female discussion group. In the classroom, she defied Seminary opened its doors on April 22, 1835, with accepted methods of teaching history and English 3 teachers and 50 pupils. literature, eschewing recitation and memorization From its founding, Wheaton Seminary was a in favor of discussing ideas. A close friend of poet pioneering institution, offering young women the John Greenleaf Whittier, Miss Larcom compiled means to pursue serious study at a time when several anthologies published under his name, women’s educational options were few. In planning from which she received steady royalty income. their school, the Wheaton family turned to one of Seminary teacher Mary Cragin, meanwhile, the recognized leaders of the day in female educa- made significant contributions in mathemat- tion: Mary Lyon. Miss Lyon created the seminary’s ics. Nicknamed “Miss Why?” by students, Mary first curriculum with the goal that it be equal in Cragin pioneered the teaching of geometry without the “English branches”—science, philosophy, textbooks, encouraging her pupils to think through mathematics, rhetoric, history, composition, logic and solve mathematical problems on their own. and religious studies—to the curricula of men’s This teaching method earned Miss Cragin national schools. acclaim after she left Wheaton to teach at the St. Among those whose ideas and influence Louis, Missouri, Normal School. Five years after her shaped the early Wheaton was Caroline Cutler death, the National Teachers Monthly praised Mary Metcalf. Strong-willed, conscientious and creative, Cragin as “a woman who came as near the ideal of Mrs. Metcalf served as seminary principal from true teacher, everything considered, as any that we 1851 to 1876. Finding and retaining outstanding have known.” teachers was high on her list of priorities. Caroline A third outstanding educator during Wheaton’s Metcalf sought educators willing to put aside early history was Clara Pike, who taught sci- tradition and custom to employ the most effective ence from 1869 to 1901. At her urging Wheaton teaching methods possible. Graduates paid tribute built science facilities and acquired equipment to Mrs. Metcalf’s many contributions to their lives unusually sophisticated for a female seminary. and to the institution by creating the Wheaton Miss Pike regularly attended classes at the Alumnae Association in 1870, in honor of Caroline Women’s Laboratory of Massachusetts Institute of Metcalf’s 20th year as seminary principal; the Technology, and invited MIT professors to lecture group also elected Mrs. Metcalf as its first presi- at Wheaton. In planning the seminary’s science dent. One of the oldest such organizations in the courses, Miss Pike consulted extensively with Ellen country, the Wheaton Alumnae/i Association today Swallow Richards, the founder of the Women’s numbers more than 14,000 members worldwide. Laboratory at MIT.

  Wheaton: A History

From seminary to college ment, alumnae reunions, historical exhibits, and Eliza Baylies Chapin Wheaton played an ongoing the performance of a pageant written by English part in the life of the seminary. In the mid-1890s department members Ellen Ballou and Louise she was among the first to recognize that the age Barr MacKenzie. Student enrollment and the size of the seminary was ending. Four-year colleges of the faculty increased steadily during Dr. Park’s were becoming the rule rather than the excep- presidency, and new buildings continued to appear tion, for women as well as men. (Indeed, seminary on the campus horizon. Wheaton’s growth and enrollment in 1897 was a mere 25 students.) vitality during these years is particularly noteworthy Convinced that Wheaton should seek collegiate in the context of two major world events: the Great status, Mrs. Wheaton called upon trustees to Depression and World War II. appoint the Reverend Samuel Valentine Cole as Growth and transformation the seminary’s first president. Within six months A. Howard Meneely began his 17-year tenure as of assuming the position, Rev. Cole announced his Wheaton president when Dr. Park retired in 1944. intention to seek a college charter “at some future By the mid-1950s pursuing a college education time if circumstances shall seem to warrant.” had become an increasingly desirable goal for So began a massive revitalization project that growing numbers of students nationwide. Noting resulted in an expanded and strengthened curricu- Wheaton’s own steady enrollment growth since lum and several new buildings. The effect of these World War II, President Meneely voiced his concern improvements was dramatic: By 1899–1900, that unless college facilities and the number of Wheaton’s enrollment had more than tripled. In faculty increased across the country, a crisis November 1911, trustees announced their decision in education could result. At the same time, Dr. to apply for a college charter, which was granted by Meneely believed that Wheaton should remain a the Massachusetts Legislature in February 1912. “small” college, continuing to provide students with The first half of the 20th century brought further individualized attention and a homelike atmo- expansion. In planning the physical development of sphere. Wheaton’s campus, President Cole consulted with While agreeing with President Meneely in well-known Boston architect Ralph Adams Cram principle, trustees acknowledged the changing as early as 1897. Cram’s pencil sketch of a “Court definition of a small college and voted, in 1955, to of Honor”—a rectangular, open space surrounded increase Wheaton’s enrollment by 250 students. by groups of buildings—became a blueprint for This initiative, combined with another vote taken six campus development; a college chapel, three years later, doubled enrollment to 1,200 students. dormitories, a library and an observatory were con- In turn, such growth allowed Wheaton to expand structed between 1900 and 1925. Ralph Adams and improve its curriculum, faculty and building Cram would later become supervising architect at program. Princeton, Rice, MIT and the U.S. Military Academy On the academic front, Wheaton established in at West Point. 1959 a major lecture series through the generosity Following Samuel V. Cole’s death in 1925, the of Henry Witte Otis. (Two of Mr. Otis’s daughters Reverend John Edgar Park became Wheaton’s graduated from Wheaton.) Wheaton Professor of second president. He began his tenure by modern- Religion J. Arthur Martin developed the idea for the izing the curriculum. Among his accomplishments: Otis Lecture Series to give students, as he put it, introducing departmental honors and senior “an opportunity to hear and to come to know distin- seminars, instituting a system of academic majors guished theologians and philosophers, and to profit and minors, and establishing a Wheaton chapter of from the inspiration and guidance of a person of Phi Beta Kappa. such intellectual stature as is usually found in our The year 1935 brought Wheaton’s centennial leading universities.” Today, the purpose of the Otis anniversary, which the college commemorated with Fund has broadened to support a colloquium in a two-day celebration that included commence- social justice—a forum through which the Wheaton Wheaton: A History 

community may address key contemporary social Chemistry in 1961. Wheaton’s tradition of faculty- issues. The first Otis Social Justice Award was student collaboration in the sciences continues as presented in 1990 to former U.S. Surgeon General exemplified by Professor of Astronomy Tim Barker C. Everett Koop. Two years later the award went and his students. With support from the National to Jonathan Kozol, author and critical observer of Science Foundation, the Wheaton researchers are American public education. The annual Miriam Lee seeking to uncover supernovae in other galaxies. Tropp Memorial Lecture, meanwhile, has featured In June 1994 the team logged its first discovery: a CBS 60 Minutes correspondent Lesley Stahl ’63, dying star some 65 million lightyears away. economist Elizabeth Janeway and Chinese political Another of Wheaton’s most distinguished observer William Hinton, among others; the Wright- faculty members was Rhodes Scholar Ernest John Shippee Memorial Lecture has brought to campus Knapton, professor of history from 1931 to 1968. well-known artists and art historians. An authority on the French Revolution in general During his last year as Wheaton president, Dr. and the Napoleonic era in particular, Professor Meneely suffered from cancer, and the adminis- Knapton wrote more than 50 scholarly articles tration of the college fell increasingly to Dean of and book reviews as well as 10 books. Among the College Elizabeth S. May. Dr. May was named the latter was Empress Josephine, the definitive acting president upon Dr. Meneely’s death, and biography of Napoleon’s wife. In May 1969 Jack served in that capacity from 1961 to 1962 during Knapton was the only American invited to the Third the search for a new leader. International Congress of Napoleonic Studies, Trustees found President Meneely’s successor held at Portoferraio, Elba, to commemorate the in Dr. William C. H. Prentice, a psychology profes- bicentennial of Napoleon’s birth. At the conference sor and administrator from Swarthmore College he presented a paper titled “American Historical who was to hold the Wheaton presidency from Writing on Napoleon in the Twentieth Century,” for 1962 to 1975. In completing the building program which Wheaton history major Susan Aivano Hall necessary to accommodate growing enroll- ’70 did much of the bibliographic work. Wheaton ment, President Prentice oversaw the creation of recognized Professor Knapton’s achievements by Wheaton’s Watson Fine Arts building, Meadows awarding him an honorary degree and naming the residence hall and Clark Recreation Center. social sciences building in his honor in 1972. Additionally, in 1966, the college constructed the Building on tradition Elisabeth Amen Nursery School to replace the school built in 1931, one of the first laboratory The 1970s also saw the inauguration of Wheaton’s nursery schools in the country. first woman president: Alice F. Emerson, former dean of students at the University of Pennsylvania. Faculty-student collaboration During her 16-year tenure, President Emerson Wheaton built on its long-standing commitment continued the tradition of campus improvement and to student and faculty research in the sciences curricular innovation. Physical changes included a with the opening of a new science facility in major addition to the library; a complete renovation 1968. Since the late 1950s, students had been of Wheaton’s oldest building, Mary Lyon Hall; and conducting original research in ultrasonics under the creation of the Balfour-Hood Student Center. the direction of Professor of Chemistry Bojan The latter two initiatives were part of a major fund- Hamlin Jennings. Grants from the National Science raising campaign that the college conducted from Foundation, the American Chemical Society, and 1983 to 1986. Alumnae, parents, friends, corpora- other prestigious groups funded the purchase of tions and foundations contributed more than $26 scientific equipment and provided financial support million for student scholarships, faculty develop- for student researchers to study high-frequency ment, library acquisitions and other priorities. Such sound. Professor Jennings and Suzanne Townsend support was characteristic of the renewed sense of Purrington, Class of 1960, described this research purpose and pride with which Wheaton celebrated in an article published in the Journal of Physical its 150th anniversary in 1984 to 1985. Some  Wheaton: A History additions to campus facilities since the mid-1980s and Equilibrium: Wheaton in the 21st Century, for include the $10 million Haas Athletic Center, which ensuring the institution’s strength for the future. opened in 1991 and supports Wheaton’s growing Central to the plan was the Campaign for array of intercollegiate, intramural and recreational Wheaton, successfully concluded in June 2000 sports programs; Gebbie Hall, a residence for with $90 million in support for the college. The final about 50 students funded by a $1.2 million grant total, which far exceeded the original $65 million from the Gebbie Foundation of Jamestown, N.Y.; goal, included a $10 million gift from Trustee and a new bookstore, housed in a restored historic Adrienne Bevis Mars ’58 and her husband, John, building and expanded to serve the local com- the largest gift to Wheaton in its history. The effort munity as well as the college. created a wealth of new resources in diverse areas, In January 1987 Wheaton trustees recom- including more than 70 new student scholar- mended, in principle, that the 152-year-old wom- ship funds, 12 new endowed faculty chairs, new en’s college open its doors to young men. After programs such as the Davis International Fellows several months of discussion among alumnae, program and the Jane E. Ruby Lecture Series, and parents and friends, the board approved the move a host of new facilities. The campaign was capped in May of that year. Wheaton’s first coeducational by the largest building project in Wheaton history, class—412 young men and women—arrived on the construction of Mars Arts and Humanities and campus in September 1988. the expansion of Watson Fine Arts. On July 1, 1992, Dale Rogers Marshall became Following the Campaign, the college’s faculty Wheaton’s sixth president. The former Wellesley conducted a comprehensive review of the cur- College academic dean succeeded President riculum, which resulted in the adoption of an Emerson, who left office in November 1991; innovative new educational program. The Wheaton Hannah Goldberg, college provost and academic Curriculum reaffirms the college’s commitment to vice president since 1983, served as acting presi- the traditional breadth and depth of the liberal arts dent during the interim. Dr. Marshall, a political and sciences while encouraging students to explore scientist who specializes in urban politics, holds connections among their academic, co-curricular degrees from Cornell University, the University of and work experiences, and to think, learn, analyze, California at Berkeley and U.C.L.A. evaluate, understand and express themselves In addition to the appointment of a new within and about all aspects of their lives. president, 1992 brought two other milestones: the On July 15, 2004, Ronald A. Crutcher became graduation of Wheaton’s first coeducational class Wheaton’s seventh president. A national leader and the enrollment of the largest freshman class in higher education and an accomplished cellist, in the college’s history. The latter propelled total President Crutcher shares the college community’s enrollment to an all-time high. commitment to active engagement with the world, At Dale Marshall’s inauguration ceremony on and a core belief in the power of education to October 3, 1992, trustees urged her to “heed the change lives. During his inauguration on April 16, proud history of Wheaton College, recognizing the 2005, the president observed that, “The world is a promise of the future in the strengths of the past.” wonderful place, but surely it can be better—and The new leader also was charged with engaging Wheaton can help. Our students can be a force for the whole of the Wheaton family—students and creating a more tolerant society, one that is more their parents, alumnae/i, faculty, staff members respectful of difference and open to all perspec- and friends—in articulating and pursuing the mis- tives and viewpoints.” sion of the college. Under President Crutcher’s leadership, the col- Toward that end, a strategic planning effort be- lege community drafted a strategic plan, Wheaton gan in the fall of 1992 to identify and prioritize goals 2014: Transforming Lives to Change the World, for the coming decade. The effort involved the entire that builds on the college’s strength in providing a college community, including alumnae/i and friends, transforming liberal arts education to intellectually and resulted in the adoption of a plan, Excellence curious students. The plan envisons the college Wheaton: A History 

as an institution that prepares graduates to live decades—new programs that help undergradu- purposeful lives, be engaged in their communi- ates explore ideas and concepts across academic ties, be scientifically and technologically literate, disciplines, link academic study with learning and act effectively to promote change.” Wheaton’s outside the classroom, appreciate diversity in all its mission statement sums up those goals by stating: forms and see themselves as active members of a “Wheaton College provides a transformative liberal global community. arts education for intellectually curious students Despite the diversity of the courses and in a collaborative, academically vibrant residential programs that constitute the Wheaton curriculum, community that values a diverse world.” all draw on the college’s historic commitment to The young women and men now on campus the liberal arts and sciences. And all help us meet share with past generations the rich academic the challenge confronting every institution of higher tradition of the liberal arts and sciences. At the learning: to prepare young people for lives of conse- same time, today’s students benefit from a host quence in the 21st century and beyond. of curricular initiatives begun during the past two 10 11 The Liberal Arts at Wheaton

A liberal arts curriculum prepares students to Students may choose to follow the paths outlined think critically, analzye issues closely, commu- in department and interdepartmental programs nicate effectively and assume leadership roles or forge an independent course of study with in the communities in which they live and work. guidance from faculty in the relevant areas and Students realize the benefits of the liberal arts at academic advisors. Through the major, which Wheaton through a course of study that spans the culminates with a senior capstone experience, broad range of academic disciplines as well as an students develop the capacity to apply the tools of in-depth major focus on one or more fields of par- scholarship to specific subjects of inquiry. ticular interest. And as an institution engaged fully The intensity of discourse inside the class- with contemporary society and issues, students’ room and the active learning promoted by a educational experience extends to a wide variety distinguished faculty are matched by out-of-class of learning opportunities on campus and around learning with one’s peers in a multitude of settings the world. on and off campus. This includes research, intern- Students at Wheaton are also encouraged to ships, service, study abroad and other co-curricular to think, learn, analyze, evaluate, understand and opportunities. In all these spheres, students gain express themselves within and about all aspects of critical understanding of the world and the leader- their lives. These goals are accomplished through ship role they can play in it. both the structure of the curriculum and the intel- The Wheaton Curriculum lectual process that takes place inside and outside The Wheaton curriculum consists of four parts: the classroom. The Wheaton Curriculum encourages students • Foundations, to assure sophisticated skills in to explore the conceptual and methodological writing and quantitative analysis, and a knowl- approaches to knowledge inherent in the academic edgeable approach to the broader world. disciplines through connected courses that cover • Connections, pairs or sets of courses connected related topics from multiple perspectives. A first- across disciplinary boundaries to provide a broad year seminar and foundation courses in writing, view of the world of knowledge. quantitative analysis, foreign language and the • The Major and an optional Minor, to ensure stu- world beyond the West are followed or accom- dents an in-depth exploration of their interests; panied by students’ choosing among established a capstone experience typically completes a cross-disciplinary Connections or by creating their student’s immersion in the major discipline. own. The process of making explicit the con- • Electives, to allow students to expand their intel- nections among courses in different academic lectual and creative interests. areas—painting and mathematics or chemistry, for (Students who matriculated prior to Fall 2003 example—highlight the unique contributions each should consult the General Education require- discipline makes to our understanding and ap- ments, which are available from the Office of the preciation of the world. This innovative educational Registrar, Academic Advising and online at www. program combines the breadth of the liberal arts wheatoncollege.edu/catalog.) with the opportunity to develop a fully dimensional view of the world. The Breadth Requirement From the breadth of vision encouraged by the Wheaton’s liberal arts curriculum is designed to curriculum’s foundation courses and Connections expand students’ knowledge and give them the program, students move to in-depth study of a skills to make informed choices and wise judg- discipline by choosing a major field of interest. ments throughout life. Foundations courses enable 11 12 The Liberal Arts at Wheaton students to improve their writing and thinking skills both for students planning to continue in math or and expand their view of the world. Connections use math in other areas and for students who do broaden their areas of knowledge and help them not expect to study math in depth. Some math look at problems and issues from multiple perspec- courses also are linked with other courses (in art tives and across disciplines. or English literature, for example) and count toward the Connections requirement as well. Foundations Beyond the West. Recognizing that most stu- During their first two years, all students at Wheaton dents will have had substantial exposure to the take courses that provide a foundation for further perspectives of Western societies (Europe and exploration and for the major. The schedule of English-speaking North America), Wheaton expects courses identifies courses that fulfill these require- students to complete at least one course that ments by using a letter code in the last column of focuses on an aspect of non-Western societies. the course listing. These courses are offered in several different First-Year Seminar. Each section of this course departments, and may also serve other parts of the focuses on a different topic, but each is designed curriculum, such as Connections or even the major. to illustrate how differently people may interpret or Since the Wheaton curriculum emphasizes issues understand these topics in the arts, humanities, sci- of race, gender and global perspectives throughout ences and social sciences. Required of students in the curriculum, a Foundations course in history, cul- their first semester, the course is designed to foster ture or issues that have been traditionally excluded active learning and class participation and stresses from Western inquiry will enhance a student’s entire many of the skills needed for success at Wheaton. academic career. Writing. Unless exempted on the basis of Advanced Placement test scores or Wheaton’s English place- Connections ment procedure, all students complete a section of Wheaton’s unique Connections program provides English 101 in the first year. The course is taught in an exciting way to explore different areas of knowl- small groups on a variety of topics; the instructional edge and different approaches to problems. All emphasis is on developing writing skills. Across all Wheaton students must take either two sets of two- levels of the major, students will encounter increas- course connections (a total of four courses), or one ing emphasis on writing within the discipline. set of three connected courses. Courses are linked Foreign Language. Each student completes at least across any two of six academic areas: creative arts, two semesters of study in a single language at a lev- humanities, history, math and computer science, el appropriate to the student’s proficiency. Advanced natural sciences, and social sciences. language courses may also fulfill the arts and Each linked course is a regular Wheaton course humanities requirement. Wheaton offers language that has been approved as part of a Connection. instruction in Chinese, French, German, Ancient For example, the Connection Darwin, Evolution, Greek, Italian, Latin, Russian and Spanish. Students Race and Culture links English 235 (Empire, Race, are encouraged to include language courses early and the Victorians) with Biology 111 (Evolution in their course of study, since this may open other and Ecology); African Worlds links Anthropology opportunities within their academic careers, such as 225 (African Cultures in Transition) with English study abroad or work in major fields (international 245 (African Literature) and/or Music 124 (World relations, art history or philosophy). Students for Music: Africa and the Americas) and/or History 143 whom English is a second language may fulfill this (Africans on Africa) and/or Political Science 203 requirement with English 106. (African Politics). Genes in Contexts links Computer Science 121 (DNA) with Philosophy 111 (Ethics). Quantative Analysis. Students must complete one course that emphasizes quantitative analysis. For a complete list, see: http://www.wheatoncol- Courses with the QA designation include courses in lege.edu/Catalog/CONX/ math, computer science and logic, and some statis- Students are normally expected to take a pair tical methods courses. Math courses are designed or set of linked courses in the same or adjoining The Liberal Arts at Wheaton 13 semesters. Students are also invited to discover The Minor Concentration their own possible linked courses, and to approach All departments offering majors also offer minor the faculty and propose a Connection. concentrations in the same field. Some departments Students are encouraged to think about also offer minors in more specialized areas. Other possible connections early on, though many will minors are offered in areas with no corresponding prefer to fulfill this requirement in their sophomore major, including: year. (Note that if the chosen Connections do not • Development Studies include courses from all three of the traditional • Education (early childhood, elementary, academic divisions—arts and humanities, natural secondary) sciences, and social sciences—students will be • Environmental Studies expected to take at least one course in the missing • Judaic Studies division(s). Faculty advisors help students plan accordingly.) • Latin American Studies • Legal Studies The Major Concentration • Management The major may be fulfilled in a variety of ways. • Public Policy Studies Most Wheaton students elect a traditional aca- • Statistics demic major by the end of the sophomore year from among more than 36 available choices. The • Urban Studies requirements for each of these established major Minor concentrations consist of at least five inter- programs are outlined under individual departmen- related courses, at least one of which is taken at tal headings in the “Courses of Instruction” section an advanced level (300 level or above). Students of this catalog. Students should meet with major planning minors may consult with appropriate major advisors to discuss their plans and outline their advisors about guidelines and restrictions. Only one major programs before formally declaring their course in a minor program may also be counted major to the Office of the Registrar. toward the student’s major, and no course may be Wheaton offers a number of interdepartmental included in more than one minor program. majors, such as international relations, psycho- Electives biology, women’s studies, environmental studies, The Wheaton Curriculum invites students to explore American civilization, mathematics and economics, a broad range of topics, and to choose a large and religion and philosophy, guidelines for which proportion of courses based entirely on where their have been determined by the departments con- interests lead. Additional courses in astronomy, cerned and approved by the faculty. Information biology, chemistry, computer science, geology or about these majors is available under appropri- physics can empower an alert observer of the natu- ate headings in the sections which follow and, in ral world and an informed participant in important greater detail, from major advisors. changes happening in science and technology. A student may propose her or his own Courses in the arts—music, theatre, dance, cre- independent major, which allows the student to ative writing, literature, studio art and art history— determine and define the focus of study. Such can offer lifelong pleasure in artistic performance majors are normally designed with the guidance and expression. Courses in anthropology, classics of faculty advisors and combine courses from two or history will help put contemporary events and or more departments. These majors require the modern cultures into perspective. Courses in approval of the provost, and must be declared by economics, psychology, political science, or sociol- the end of the fifth semester. Students interested ogy will provide a foundation for understanding in an independent major should talk with the dean how individuals and groups function and interact. of advising and pick up petition forms in the advis- Additional courses in philosophy or mathematics ing center. will strengthen the ability to analyze problems, while advanced foreign language study will enrich 14 The Liberal Arts at Wheaton understanding of others and provide a valuable tool more departments and will select an appropriate for communicating with them. Students might even program of courses from two or more areas of study want to pursue one or more of these self-chosen in the established curriculum. Proposals must be courses through an additional Connection. approved by the faculty who will advise the program, This is an opportunity to take risks, taking two by the dean for advising and by the provost. There of these self-chosen courses for “Pass” credit is no minimum grade point average requirement. (students earn a “Pass” with C work or better). Or Guidelines and proposal forms are available in the students may decide to pursue a minor, a coherent advising center. Independent majors who are ap- set of courses in either a traditional major area, proved for honors in that field of concentration will or in one of Wheaton’s of interdisciplinary areas, be designated Wheaton Scholars. such as Latin American studies, urban studies, or Individual research. Individual research courses women’s studies. Students may even choose a are typically undertaken as yearlong courses in second major, such as one in a foreign language, the senior year and involve the production of a that will enhance other studies. senior thesis or other advanced work to qualify the student for departmental honors. These courses Enhanced Courses are numbered 500. Every year a number of introductory-level courses Independent study. These courses are arranged will offer an additional “enhanced” version de- individually between faculty and students, and signed to give students the opportunity to work provide the means by which students interested in with more advanced materials or engage in addi- pursuing a topic not covered in an existing course tional independent work. Students will be expected may do so with appropriate scholarly guidance. to complete all the work for the regular introductory These courses are numbered 099, 199, 299, courses alongside other students, but may also 399 or 499, depending on the level of the work meet separately for additional class hours and may involved, and are normally undertaken only after earn additional credit. These courses are identified the first year. in the schedule of courses for each semester and, for entering students, in the advising publication Fieldwork. A number of departments offer op- sent to new students over the summer. Registration portunities to integrate fieldwork into a student’s for these versions of a course will occur during academic program. Students may complete up the drop/add period after classes have begun. Any to four credits of fieldwork courses (but no more student is free to select an enhanced course after than two credits within the major). Some fieldwork attending the first class meeting and learning more courses are a part of a department’s normal offer- about it. ings, but other fieldwork opportunities are arranged as independent study courses. Experimental Courses Internships. Students completing internships From time to time, departments design new through the Filene Center for Work and Learning courses that are offered on an experimental basis. may wish to develop these experiences into a These courses may be offered only once or may fieldwork or independent study course yielding aca- eventually become part of the regular curriculum. demic credit. Students interested in this possibility Numbered 198, 298 or 398, many times such should speak with the director of the Filene Center, courses offer unusual opportunities to study at the the dean of academic advising, or appropriate cutting edge of a field of knowledge. faculty before undertaking the internship to deter- Individualized Study mine the best way to prepare for such a course. Normally the student can expect to complete addi- Independent majors. Wheaton students interested in tional research and reading and a paper or project creating interdisciplinary or cross-disciplinary majors to be evaluated by a faculty member. Fieldwork may design their own independent major. Students may consist of work in museums, with government will develop their own rationale for their proposed or social service agencies, or in business or public major in consultation with advisors from two or The Liberal Arts at Wheaton 15 service offices, but it must be primarily an educa- share their knowledge with prospective study tional rather than a career-oriented experience if it abroad students. Students submit study abroad is to become the basis for academic credit. applications to the Center for Global Education and Global Study and Intercultural Learning. Over the receive advice regarding the program most ap- past decade, the number of American students propriate to meet their academic objectives. Prior studying abroad has more than doubled, and here to departure, a mandatory orientation program at Wheaton international study has become an ever is offered, as well as a reception to honor those more popular feature of the undergraduate experi- selected to participate in study abroad. ence. Increasingly, Wheaton students understand In most cases, students who participate in that study abroad enriches their academic experi- Wheaton study abroad programs pay regular ence and better prepares them for life after college. Wheaton comprehensive fees that cover most Wheaton offers an exciting range of study overseas fees and educational expenses. Details abroad options and activities through the Center for are outlined in specific program literature available Global Education and opportunities for intercul- at the Center for Global Education and on the cen- tural learning through the Marshall Center for ter Web site at www.wheatoncollege.edu/global. Intercultural Learning to encourage students to Airfare is covered for all Wheaton programs. broaden their cultural boundaries and knowledge Students participating in a Wheaton study abroad of the world. program may utilize their federal, state, merit and The Wheaton Curriculum emphasizes the need-based aid while abroad. infusion of global and intercultural perspectives, Students whose academic needs cannot be met and the college has set a priority on preparing through Wheaton programs may petition to partici- every graduate to be globally and interculturally pate in an approved non-Wheaton program. Such competent. To support these goals, Wheaton now petitions must receive strong support from the fac- offers 33 study abroad programs in 19 countries, ulty advisor. Staff at the Center for Global Education including Argentina, Australia, Austria, Chile, China, will guide students through the process of identify- Costa Rica, Denmark, England, France, Germany, ing an appropriate non-Wheaton program. Ireland, Italy, Japan, Mexico, New Zealand, Russia, In addition to the traditional semester and Scotland, South Africa and Spain. Students select year long options, students may participate in from a wide range of academic disciplines, become short-term, faculty-led study abroad programs. In immersed in the culture of their host country, and past years, these opportunities have included field gain unique insights into themselves and their research in tropical biology in Belize and Costa world. Students may also pursue intercultural Rica, sociology in Cambodia and Vietnam, and learning opportunities within the United States and elementary education/English literature in England. the Americas. Off Campus Study in the United States To be eligible for study abroad, students must Salt Institute for Documentary Studies. Selected be in good academic and social standing and must Wheaton students may participate in a semester maintain an overall grade point average of 2.85. of interdisciplinary studies with a concentration in Most students elect to study abroad in their junior documentary photography, non-fiction writing and year, but applications from sophomores (second editing, and field research at the Salt Center, based semester) and seniors (first semester) are consid- in Portland, Maine. Selected student projects are ered in relation to the plan of study and prepara- published in the center’s magazine, become part of tion. Each fall, the Center for Global Education the permanent archives, and are displayed in the sponsors a Study Abroad Fair featuring information Salt Gallery for a wider public audience. Enrollment about Wheaton overseas partner schools and is limited to approximately 25 students, who programs. Students may also take advantage of receive close guidance and individual supervision general, country-specific and major-specific infor- as they develop their projects. Students learn the mation meetings, the resource library at the center, steps of field data collection and the development and peer advisors who, as study abroad returnees, 16 The Liberal Arts at Wheaton of professional skills needed to shape their indepen- The National Theater Institute at the Eugene O’Neill dent research for publication. Grades and credits Theater Center. Under the auspices of Connecticut become part of a Wheaton student’s academic College and the Twelve College Exchange Program, record and students pay regular Wheaton tuition and described below, students in theater may spend fees for this Wheaton-affiliated program. one semester of concentrated study in directing, The Marine Biological Laboratory, Woods Hole, play writing, acting, movement and voice, design Massachusetts. Wheaton is a member of the Marine and other electives. A final project draws together Biological Laboratory Consortium in Environmental all these elements, culminating in a performance Science. Select students with strong backgrounds in open to the public. The semester opens with two environmental studies may qualify for fall semester weeks spent abroad, either in Stratford-upon- study at this world-renowned center for research, Avon or at Russia’s Moscow Art Theater (subject education and training in biology. While at the to change). The program is very competitive and MBL, students enroll in two core lab and lecture may require an audition with NTI staff. Grades courses in aquatic ecosystems and terrestrial and credits become part of a Wheaton student’s ecosystems, select elective seminars and undertake academic record. Students pay tuition and fees to an independent project. A special effort is made Connecticut College for the NTI Program. Wheaton to understand the links between ecosystems on merit scholarships are not available, but Wheaton land and in water at global, regional and local grants are available. scales. The MBL library is jointly operated with the The Twelve College Exchange Program. Regional Woods Hole Oceanographic Institution, serving as a colleges cooperating with Wheaton in exchanging primary source of scientific information for the large, junior-year students include Amherst, Bowdoin, multi-institutional Woods Hole scientific community. Connecticut College, Dartmouth, Trinity, Wellesley Grades and credits become part of a Wheaton and Wesleyan. Admission is competitive, and stu- student’s academic record and students pay regular dents should indicate strong curricular reasons for Wheaton tuition and fees for this Wheaton-affiliated wishing to participate in the exchange. Applications program. and information on eligibility are available through Mystic Seaport Program in American Maritime the Academic Advising Center; a minimum GPA of Studies. Under the auspices of Williams College and 2.67 (B-) is required. Grades and credits become the Twelve College Exchange Program, described part of a Wheaton student’s academic record. below, this program offers an interdisciplinary, field- For the period of study away, no fees are paid to based approach to studies of the sea: American Wheaton; students pay tuition and fees to the host maritime history, literature of the sea, oceanography exchange institution. Wheaton merit scholarship or marine ecology, and marine policy. Students also and financial aid funds are not available, though learn maritime skills under professional instruc- students are eligible for state and federal aid tion, including boat building, ship smithing, sailing programs. or celestial navigation. The program offers three Washington Semester. Qualified students majoring field seminars each semester, with a two-week in political science or economics may spend one offshore voyage on a research schooner, eight days semester of their junior year at American University exploring the coasts of California or Oregon, and a (Washington, D.C.) studying American govern- three-day trip to Nantucket. Admission is competi- ment or economic policy. Students enroll in a core tive. Applications must be made in the spring of seminar, which consists of meetings with guest the preceding year. More information is available in lecturers from a huge network of national and the Academic Advising Center. Grades and credits international organizations and agencies, and class become part of a Wheaton student’s academic readings. An elective course or research project record, but students pay tuition and fees to Williams is undertaken, along with an internship placement College for the Mystic Seaport Program. Wheaton two days a week. For the period of study away, merit scholarships are not available, but Wheaton no fees are paid to Wheaton; students pay tuition grants are available. and fees to American University. Wheaton merit The Liberal Arts at Wheaton 17 scholarship and financial aid funds are not avail- Pre-Professional Programs able, though students are eligible for state and Wheaton actively encourages students to continue federal aid programs and may apply to American their education in professional and graduate University for special scholarships. programs. Information and advice about graduate Please note: For more information on financial aid schools and undergraduate preparation for gradu- policies for off-campus study in the United States, ate study is available in the advising center and please see p. 50. the Filene Center for Work and Learning, as well as through graduate school symposia for juniors Cross-Registration Options and seniors each semester. Wheaton also offers Brown University. A limited number of Wheaton graduate and professional school test-preparation students may cross-register for Brown University courses at no charge. courses in subjects or areas not covered in the Dual-degree programs. Dual-degree programs Wheaton curriculum. A minimum GPA of 2.67 permit a student to begin graduate-level study in (B-) is required. Applications and details regard- studio art, communications, engineering, busi- ing eligibility and other limitations for Brown ness, theology and optometry before graduating cross-registration are available in the Academic from Wheaton. A student will take one to three Advising Center. Both institutions must approve all additional years to earn a second degree in one of applications. these fields; the Wheaton A.B. is normally awarded SACHEM. The Southeastern Association for at the same time as the second degree. More Cooperation in Higher Education in Massachusetts detailed information about these programs and is a collaborative effort among nine local colleges the undergraduate programs of study that lead to that allows full-time students to enroll in a limited them is available under dual-degree programs in number of courses at other SACHEM institu- the catalog. Dual-degree programs exist with the tions. Members of SACHEM are Bridgewater following institutions: State College, Stonehill College, University of Thayer School of Engineering, Dartmouth College Massachusetts–Dartmouth, Massachusetts (B.S. Engineering) Maritime Academy, Dean College, Cape Cod Clark University Graduate School of Management Community College, Bristol Community College (M.B.A.) and Massasoit Community College. Students may take courses for credit at any of the nine colleges Emerson College (M.A. Mass Communications and with the approval of their faculty advisors and the Communications Studies) Wheaton Registrar, providing that such courses Graduate School of Management, University of are unavailable at Wheaton. Rochester (M.B.A.) Boston Marine Studies Consortium. Wheaton George Washington University (B.S. Engineering) students may enroll through the normal prereg- School of the Museum of Fine Arts (B.F.A.) istration process in one of eight Marine Studies Worcester Polytechnic Institute (B.S. Engineering) courses offered through the member schools of Andover-Newton Theological School (M.A. Religion) the Boston Marine Studies Consortium. Students New England School of Optometry (Doctor of may generally enroll in no more than two courses, Optometry) generally one per semester. Eligible students must Pre-med and other health professions. Students be enrolled as full-time students at Wheaton and, interested in postgraduate work in medicine, den- where appropriate, have the necessary prereq- tistry and other health professions should consult uisite courses. Courses are taught at Brandeis one of the pre-med advisors early in their first University, Northeastern University and the New year to plan a program of study that will ensure England Aquarium. Students must provide their their eligibility as a medical or professional school own transportation. Students should direct ques- applicant by their senior year. Medical and dental tions to the advising center. schools normally require a minimum of two semes- 18 The Liberal Arts at Wheaton

ters of biology, two years of chemistry (including secondary school teaching through the education one year of organic chemistry), two semesters department. Observation and practical teaching of physics and two semesters of English. Some experience through supervised student teaching schools have additional requirements and all admit is available at local private and public schools, as students who have completed majors outside of the well as at the nursery school run by the college. sciences if their record in science courses is strong. Students considering teaching careers may major Law. Because law schools recognize the value in any liberal arts field, but should meet with mem- of traditional liberal arts education, there are no bers of the education department to plan courses set courses making up a pre-law program. An leading to certification. More information may be interested student should select courses that will found under the Education Department listing of develop an ability to write, to argue persuasively courses (p. 113). and to analyze critically the arguments of others. Management. Preparation for postgraduate education Students considering a career in law should consult in management requires no prescribed undergradu- one of the pre-law advisors about their academic ate curriculum; most schools offering the Master of program and to prepare for law school admissions. Business Administration degree are concerned with Wheaton does offer a legal studies minor, but this the overall quality of an applicant’s undergraduate minor is not a prerequisite for law school. work, and many prefer students who have completed Architecture and related fields. Students interested majors in traditional liberal arts fields. Some work, in architecture and art-related fields such as archi- however, in mathematics, economics and/or the tectural restoration, city planning, landscape design behavioral sciences is relevant for M.B.A. programs. or urban design may enroll in advanced degree Graduate school programs at other institutions after completing Many students will be interested in postgraduate their Wheaton A.B. Their Wheaton program should education in an academic discipline or field, and include at least one year of calculus and physics, will find that opportunities for careers in college and as well as courses in drawing, art and architectural university teaching and research will grow rapidly history and design. in the next two decades. A liberal arts education Communications. In addition to the Emerson offers the best preparation for most graduate College program, students may prepare for journal- school programs, and interested students should ism or media careers in any of several graduate consult major advisors in appropriate departments schools of journalism or communications. Students at their earliest opportunity. Juniors and seniors may prepare by completing the writing/literature will be invited to attend graduate preparation program in the English department, the studio art symposia through Academic Advising. Further major (with an emphasis on graphic design or pho- information about graduate school admissions tography), or the sociology major (with an emphasis and Wheaton’s free graduate/professional school in documentary sociology or media and society). admission test-preparation courses (Graduate They are encouraged to meet with members of Record Exam, Medical College Admission Test, the relevant departments or the dean of academic General Management Admission Test, Law School advising about their interests. Admission Test) is available in the Advising Center Teaching. Students may earn a Massachusetts and the Filene Center for Work and Learning. certification for early childhood, elementary and 19 Academic Resources

Academic Advising and Co-curricular New student advising teams. In addition to their First- Learning Year Seminar advisor or transfer advisor, each new Academic advising at Wheaton College is a student is assigned peer and administrative advisors. shared responsibility between student and advisor. Advising teams are led by the faculty advisor and Advisors assist students as they: offer each student academic, peer and staff support • explore learning inside and outside the class- throughout their transition to Wheaton. room, Preceptors are academic peer advisors who assist • reflect upon their goals and academic choices, new students throughout orientation and their first year at Wheaton. They provide peer perspectives on • plan their academic programs, and academic issues and responsibilities, guide students • monitor their progress toward completion of all in their preliminary course selections in preparation degree requirements. for meetings with their faculty advisors, and serve as Academic advisors can recommend courses study-strategy tutors, offering reading, time manage- and fields of study appropriate to the individual ment, note-taking and test-taking strategies. student’s interests and abilities. Students are Administrative mentors assist students during responsible for understanding the college’s re- their first two years at the college. They offer guid- quirements and for seeking appropriate academic ance on any administrative questions students may advice to guide them in their choices; students, have, from financial to residential to life planning. not their advisors, are ultimately responsible for They can assist with referrals and problem solving as their own academic decisions and for fulfilling the students navigate their life at the college. requirements for the degree. Major advisor. Once a student declares a major at Advisors may also guide students’ adjust- Wheaton, typically during the sophomore year, he ment to the academic expectations of the college. or she will be advised by a major advisor. Assigned Students should turn freely to their advisors for by the departments, major advisors help students information and guidance in all matters that have find courses inside and outside of the major that fit an impact on their academic activities. If an advisor their field of interest, find faculty who share their is unable to help, he or she will refer the student to academic focus, and assist students in setting and other resources in the college. making progress on their postgraduate goals. First-Year Seminar advisors and transfer advisors. Pre-professional advisors. In addition to advisors as- All first-year students are assigned a faculty advi- signed by the college, Wheaton students interested in sor when they select their First-Year Seminars. a range of professional fields may also consult faculty Most students are advised by the faculty member with expertise in those professions. Students may who serves as the instructor for their seminar. This seek pre-professional advice in the fields of medicine enables the advisor to offer guidance based upon and health, education, law, business, communica- firsthand knowledge of the student’s academic tions, theology, engineering and art. skills. Normally, students remain with this advisor until they declare their major. Office of Advising and Co-Curricular Learning Similarly, all new transfer students are assigned Wheaton College offers professional advising and to a faculty advisor. They work with that advi- learning support through the Office of Academic sor to resolve any transfer credit questions and Advising and Co-curricular Learning, which consists of make their initial course choices. With the transfer • The Center for Academic Advising advisor, students identify their areas of academic • The Filene Center for Work and Learning, and interest, explore major options and initiate the • The Kollett Center for Collaborative Learning. major declaration process. 19 20 Academic Resources

Center for Academic Advising their interests and values to future career and Academic deans are available to deal with special- educational choices. ized academic concerns (domestic off-campus By developing a relationship with advisors early study, study skills, learning differences, graduate and often, students can integrate experiences with school, scholarships and advising for students at their academic interests, and build a portfolio of academic risk). In addition, they serve as part of a skills and relevant activities to successfully pursue team of advisors. graduate school and employment opportunities. Summer Stipends. With the support of foundations, Filene Center for Work and Learning alumnae/i and college funds, the Filene Center Students uncertain about their majors or students administers Wheaton and Davis Fellow competi- ready to explore the life and career implications tions for students who devise their own summer of their identified majors may wish to consult an internships, service experiences, and structured advisor in the Filene Center. Staff assist students independent research in the United States and seeking out-of-class learning opportunities, service abroad. Additionally, students can apply to funded learning, jobs and summer stipends, in addition to summer programs to work as English as a Second helping students explore the life and career implica- Language instructors and camp counselors in tions of a range of academic choices. Turkey and summer counselor positions working Since its inception in 1986, the Filene Center with inner-city youth in Providence, Rhode Island, for Work and Learning has assisted students in the and Boston, Massachusetts. pursuit of meaningful out-of-classroom experienc- Balfour/Community/Trustee Scholars. Some students es. The center’s goals are for students to discover arrive as merit scholars to Wheaton and have a sum- and make connections among their academic, mer stipend designated for use during the summer co-curricular, civic, and professional interests. immediately after their sophomore or junior year. The Students work with the Filene Center in multiple Filene Center collaborates with these students to ways through individual advising, workshops, infor- explore options for how they can use their stipend to mation sessions and peer mentors. During advising support their summer experiences. conversations, students gain an understanding of Off-campus Job Location. The Filene Center collects their goals, skills and strengths, and next steps. local and regional off-campus job postings for To support advising, students can also utilize the summer and term-time employment. Filene Center career resource library, Web-based career learning staff partner with students to explore part-time tool kit, and discuss careers with alumnae/i. and/or seasonal summer job options, and students Learning from experience. Learning from experience can attend thematic workshops offered throughout provides Wheaton students with the opportunity the academic year pertaining to part-time and to preview potential career paths, experience “real summer job search strategies. world” connections to their course work, choose Workshops and Web-based Resources. The Filene their academic majors and minors with greater Center offers workshops throughout the year on discernment, and learn more about their emerging such topics as self-exploration, résumé writing, re- interests, strengths and values. Whether undertak- searching, interviewing, and job-hunting techniques en during summers, winter breaks, or incorporated and strategies. Students can develop and refine into the academic year, internships, jobs and com- their career and life planning skills through frequent munity service enable students to experience and workshop attendance and use of the center’s Web- learn from the world beyond Wheaton. Students based career learning tool kit (www.wheatoncol- partner with staff to explore opportunities in a lege.edu/Filene). wide variety of organizations, including museums, hospitals, newspapers, social service organiza- Gertrude Adams Professional Development Program. tions, government agencies, brokerage houses and This program began in 1988 to provide students television stations. Through this advising partner- with a comprehensive approach to examining life ship, students learn to reflect upon and connect and career choices. Projects and activities include Academic Resources 21 programs such as “Major Connections,” a series of of the diversity of cultural identities and of social career panels that bring Wheaton alumnae/i back to and civic responsibilities for Wheaton students. campus to talk about the links between their college It encourages and supports dynamic teaching academic major areas of study and their profes- and innovative pedagogy through resources and sions. Additionally, there is an alumnae/i Filene workshops for faculty and has a library of resources Center Liaison Network in selected cities nationwide on pedagogy and curriculum development for to assist seniors and graduates with their reloca- faculty use. The center’s Web site offers information tion and career networking. The Gertrude Adams on resources and databases of interest to faculty Professional Development Program is underwritten and is the source of information about on-campus with the generous support of a Wheaton alumna and programs and resources for curricular development. trustee in honor of her mother. Visit the Filene Center The Kollett Center supports collaborative student online at www.wheatoncollege.edu/filene. learning through the College Writing Program and the Center for Quantitative Analysis and by coordi- Kollett Center for Collaborative Learning nating a robust tutoring program that offers students Peer and faculty tutors facilitate tutoring and col- the opportunity to work with departmentally selected laborative learning through the Center, which is peer tutors trained and paid by the Learning Center open twenty-four hours through most days of the in introductory and intermediate courses across the academic calendar as a study space for students. curriculum. Students desiring to work in this pro- The Kollett Center also provides Windows and gram, either as tutors or tutees, will find information Macintosh computers, laser printers, scanners, and schedules at www.wheatoncollege.edu/clc. photocopiers, and a fax machine for students. The Center is also staffed by professional as- Students can access course-specific software, web, sociates in writing and quantitative analysis who are and writing applications or just take a quick look at available to students seeking outside-the-classroom e-mail as they pass through. Video editing stations help in these areas. and music composition stations are maintained for College Writing Program. The Wheaton College intensive class and project work. The center is part English Department oversees the College Writing of an ongoing planning project to provide technol- Program, keeping a long-standing commitment ogy-rich workstations, student-centered services, to writing as an intellectual activity. Every mem- and inviting learning spaces. The Center’s labs and ber of our English Department teaches First-Year computer classrooms comply with the Americans Composition (English 101), which is required of all with Disabilities Act and multiple stations in the first-year students, except those who have passed KACC are equipped with universal access technolo- the Advanced Placement examination with a 4 or 5, gies including specialized software and scanners or have passed the Wheaton exemption examina- that may assist patrons with hearing, visual, and tion. But attention to writing proficiency does not learning impairments. Workshops are available to end with the completion of a student’s first year. augment instruction from professors. Supported by a grant from the Mellon Foundation, The Kollett Center offers resources, programs the new Wheaton Curriculum allows each depart- and services for faculty and for students to enhance ment to develop its own discipline-situated ap- teaching and learning across Wheaton’s liberal arts proach to writing. Within each department students curriculum. It promotes curricular innovation by both write to learn and learn to write. supporting faculty efforts to develop, maintain and Support for student writing is provided through evaluate all components of the college’s academic consultations with our Writing Associate and our program according to the goals set for it by the peer writing tutor program. Our Writing Associates faculty. The center coordinates the creation of new teach First-Year Writing and consult individually with courses, of interdisciplinary connections among students about their writing projects and processes. courses and of academic programs that provide Our peer writing tutor program, begun in 1978, strong foundational skills, instill cross-disciplinary offers a collaborative learning model for students at and lifelong learning, and deepen an awareness all stages in their writing development. 22 Academic Resources

Evidence of writing beyond the classroom Correct Read (a two- to three-week course offered takes many forms, including publications such in October) and the Baldridge Reading and Study as Midnight Oil and Rushlight, which are written, Skills course, offered one weekend in November. edited and managed by Wheaton students. Visit the center online at www.wheatoncollege. Center for Quantitative Analysis. The Center for edu/advising. Quantitative Analysis supports the faculty in devel- Marshall Center for Intercultural Learning oping curricular and pedagogical resources that General academic advising is also available through fulfill the college’s commitment to making quantita- the Marshall Center for Intercultural Learning, tive analysis and numeracy an integral part of the which also offers academic workshops to the educational experience of every Wheaton graduate. diverse communities at Wheaton College. Through its QA learning associates and peer tutors, The Marshall Center offers a variety of programs it seeks to provide students with the means to and services to the entire college community. The appreciate and further develop quantitative reason- Multicultural Pre-Orientation program and New ing skills and numeracy, not only in calculus and Student Orientation program, “First Impressions,” statistics courses, but also across the curriculum. traditionally kick off the academic year, which is Tutoring. Peer writing tutors, trained and super- filled with academic, social and cultural events that vised by the Writing Program, provide assistance support Wheaton College’s academic mission. on written assignments. This tutoring is available The center’s work is best understood through in the Kollett Center as well as in Meneely and the a three-part model of “ABCs,” as developed by Café, with hours posted each semester. In addition, Beverly Daniel Tatum. We strive to: writing associates offer professional assistance Affirm identity. Each and every member of the on special projects through the College Learning community should see his or her experience Center. reflected in the curriculum, in co-curricular Quantitative associates in the Kollett Center programs and in social events. One example of offer professional assistance with quantitative how the center affirms identity is annual theme questions. In addition, peer Quantitative Analysis month programming. Celebrations include Latino/a (QA) tutors provide assistance to students in need Heritage Month, National Coming Out Day and of fundamental quantitative skills development Pride Week, Holocaust Remembrance Day, Native necessary for success in quantitative and quantita- Peoples’ Heritage Month, Black History Month, and tive-influenced fields. APIMESA (Asian Pacific Islander Middle Eastern Course tutors, trained and supervised by the South Asian) History Month. The center supports advising center, provide academic tutoring in all students, faculty and staff who wish to develop academic areas at Wheaton by individual appoint- events and programs to recognize, celebrate and ment. A schedule of available tutors and times is educate about many aspects of identity, including published each semester. Study-strategy tutoring, ethnic, racial, gender, sexual identity or orientation, provided by preceptors, offers help with time man- or religious facets of identity. agement, test taking, note taking and reading. A schedule for study-strategy tutors is available each Build community. In addition to recognizing his or semester from the advising center. her identity at Wheaton, each person should have In addition to the study skills tutoring offered by the opportunity to learn about and share in the preceptors, the Office of Academic Advising and identities of others. Community-building programs Co-curricular Learning periodically offers academic include “Beyond First Impressions,” a series of support workshops throughout the academic year. events highlighting the complexity of identity Topics covered include time management, major through workshops, visiting lectures and dialogues. declaration and academic support groups. The Through such programs the center creates safe center also hosts two “for-fee” reading and study spaces for asking questions and expressing curios- strategy courses offered by Learning Skills— ity about experiences different from one’s own. Academic Resources 23

Cultivate leaders. The center aims to work individu- but sophomores (second semester) and seniors ally and collectively with students toward achiev- (first semester) are also considered in relation to ing curricular as well as co-curricular success. their plan of study and preparation. Most forms Cultivating academic leadership and excellence of financial aid may be used on Wheaton study through mentoring, cohort groups and individual abroad programs. academic advising allows our students to set mean- The center provides services to Wheaton’s ingful, attainable goals. Students learn about the growing and important population of interna- diverse array of academic opportunities available, tional students, visiting scholars and language including travel and research fellowships, graduate assistants. It sponsors the Model UN seminar school opportunities, and postgraduate fellowships and works closely with the Worldfest Committee and scholarships. Additionally, the center advises and other student groups to bring cross-cultural and mentors students to develop leadership abilities programming to campus. The center is commit- outside of the classroom. Through their involvement ted to institutionalizing global education values in campus organizations, student, staff and faculty on campus—one of the significant ways in which committees, curricular and co-curricular initiatives Wheaton is transforming itself to make its educa- and other activities of personal interest, students are tional experience relevant for the 21st century. For able to develop and practice their growing leader- further information, visit the center in the Davis ship skills. House (9 Howard Street) or online at http://www. All programs of the Marshall Center are an wheatoncollege.edu/Global/. extension of the college’s commitment to diversity Library and Information Services as an educational asset. Library and Information Services (LIS) is a partner Center for Global Education in the use and provision of information resources Students interested in study away opportunities and technology for learning and teaching at may consult one of the advisors in the Center for Wheaton College, fostering a community of self- Global Education. Both peer and professional advi- sufficient, lifelong learners. Its operations include sors are available to assist Wheaton students as the academic resources of the Madeleine Clark they explore global learning opportunities. Wallace Library as well as the administrative units The Center for Global Education was estab- of Information Technology and Services. lished in 2002 to focus attention and resources Madeleine Clark Wallace Library. The Madeleine on the task of preparing Wheaton students to be Clark Wallace Library is an intellectual hub on globally competent. The center’s mandate is linked the Wheaton campus. The library is easy to find, to the Wheaton Curriculum, which redefines a located near the center of Wheaton’s campus, on liberal education to include a significant grounding the south end of the main quadrangle. The facili- in global perspectives. The center supports faculty ties, resources and services provided by the library as they develop academic experiences that help are central to and support the educational mission students encounter, negotiate and understand of the college. Library staff is readily available to global issues in relation to their own lives. assist students with research or use of the library The center manages a wide range of study facilities. abroad programs, the result of recent connec- As part of the First-Year Seminar, librarians tions and partnerships with overseas institutions. teach basic information-access skills, strategies Wheaton programs are located in 19 countries, as for effective research, and methods for critical diverse as Australia, South Africa, Argentina, Spain, evaluation of information. Librarians and academic Denmark, Japan and England. As extensions of technologists also partner with Wheaton faculty to Wheaton’s curriculum, these opportunities enrich incorporate discipline-specific research and tech- the academic experience of students and provide nology skills into course work beyond the first year unique cross-cultural insights. Generally, students to ensure that students develop these critical skills participate in study abroad during their junior year, by the time they graduate. Students can schedule 24 Academic Resources

consultations with subject specialist librarians for astronomy, biology, and geographical information in-depth research assistance, as well. systems (GIS). Many classrooms on campus have The library offers a rich array of scholarly materi- instructional technology installations (computer, als in many formats. The library’s collections include projector and other equipment) designed by faculty more than 370,000 circulating volumes, over 1,000 and Media Services to meet their specific teaching newspapers and journals in print, approximately requirements. 8,000 video recordings, and unique and historic Students at Wheaton, as part of a dynamic items in Archives and Special Collections. These col- electronic learning community, are encouraged lections have been developed over nearly 175 years by faculty to use technology frequently in their through selections made by Wheaton faculty and courses, assignment, and creative work. library staff, as well as from book donations from Office of the Registrar alumnae/i and friends of Wheaton. We encourage students to recommend items to be added to our The Office of the Registrar handles all matters collections. Wheaton routinely adds 5,000–7,000 pertaining to course registration and academic new books and roughly 500 multimedia items to its records, including transcripts and letters certifying library collections every year. enrollment at the college. The electronic schedule The library provides 24-hour online access (www. of classes and WINDOW, through which students wheatoncollege.edu/library) to many resources, can complete their registrations at the designated including over 7,000 electronic journals, numerous times (as well as many forms and publications), are research databases, encyclopedias, and electronic available online through the Office of the Registrar. reserve readings for courses. Through cooperative Declarations of majors and minors are filed in this borrowing and lending agreements with libraries office by the established deadlines. Students can worldwide, the Madeleine Clark Wallace Library can also find answers to many of their academic, regis- assist students who need materials not available in tration and graduation questions at the information the local collections. desk in the Office of the Registrar. The library provides public computing and Visit the office online at www.wheatoncollege. printing facilities with Windows and Macintosh edu/admin/registrar. computers, as well as network ports and wireless Elisabeth W. Amen Nursery School access for laptop users throughout the building. All The college’s nationally accredited nursery school public computers provide access to the Internet and is affiliated with the Psychology Department and are installed with Microsoft Office applications and has been a site for child study and research since other productivity software. Listening and viewing its beginning in 1931. The primary functions of facilities for multimedia materials are also available the lab school are to demonstrate good nursery in the library. Group study rooms, individual carrels, school practices, to provide a sound educational study tables and comfortable seating arrangements setting for preschool children and to serve as an are located throughout the building. active center for child study and research. Thus, Library employees are ready to help students in addition to providing a supportive atmosphere with special needs. There are accessible carrels in for preschoolers, the nursery school offers a wide the Woolley Electronic Classroom (WEC) and in the range of experiences to college students in the Reference Room. There is an Optelec machine for fields of psychology, education, family studies and the visually impaired in the Reference Reading area; related areas. The children in this laboratory school the Circulation Department can assist users with benefit from expert guidance by teachers and closed caption video equipment. college professors actively working in the fields of Academic Computing. The college maintains labs for child development and early childhood education; graphic design and photography, foreign lan- college students gain hands-on experience in both guage, literature and culture, psychology, physics, teaching and research. 25 Academic Standards

Credits for the A.B. degree in the final two years. Exceptions involving, for Credit for Work At Wheaton. The unit of credit is the example, courses in anthropology and sociology semester course. One course credit (the equivalent or art history and studio art are noted in the of four semester hours of credit) is awarded upon section on courses of instruction. the completion of a semester course, and up to d. At least sixteen course credits of work must be two credits for a yearlong course. Fractional credit outside the field of the major. may be awarded for courses that involve less than e. Both semesters of a yearlong course must be a semester’s work and these fractional credits completed before final credit and a grade are may also be divided across two semesters. These earned. regulations govern the earning of course credits: Alternative Sources of Credit. Credit toward the a. At least 16 of the 32 credits must be earned A.B. may be earned in ways other than through in courses taken at Wheaton (“in residence”); Wheaton courses. Transfer students may apply normally these must include the last eight up to 16 credits toward the Wheaton degree from credits (the “senior residency requirement”). courses earned at other institutions before enrolling Students may, at the time of their matricula- at Wheaton. These courses may be applied toward tion and before the end of their first semester, fulfillment of the Wheaton Curriculum and major seek transfer and/or advanced placement credit requirements, as appropriate; however, neither the for work or examinations completed before Connections requirement nor the three Divisional enrolling at Wheaton, and all students may earn requirements (Social Science, Arts and Humanities, transfer credit for appropriate work completed Natural Science) may be met by any credits earned at other accredited institutions. Students plan- outside of Wheaton College. Normally, transfer ning to complete the degree requirements in credits will be evaluated before the transfer student fewer than eight semesters, or wishing to waive begins work at Wheaton. one or both semesters of the senior residency Wheaton students may also earn credit at requirement, should petition the Committee on other institutions that can be applied toward Admissions and Academic Standing before they graduation requirements. Students completing have completed 20 course credits. summer school or January courses or who enroll b. The normal semester load is four course at other institutions while on a leave of absence credits (16 semester hours). A full-time student from Wheaton normally submit an “Application must enroll in at least seven credits for any for Transfer Credit” to the Office of the Registrar two consecutive semesters to maintain good before beginning course work elsewhere. Transfer academic standing. Students seeking to enroll in credits must be approved by the chairperson of the fewer than four credits or more than 5.5 credits Wheaton department into which the credit shall be must have the permission of the Committee on transferred. Students must earn grades of C or bet- Admissions and Academic Standing. Part-time ter for courses to transfer successfully to Wheaton status (fewer than three credits) is only granted College, though transfer grades do not appear on upon successful petition to the Committee on the Wheaton transcript and are not computed in the Admissions and Academic Standing. Wheaton G.P.A. c. No more than six credits among the first The college also grants academic credit for sixteen (normally in the first two years) may be scores earned on College Entrance Examination completed in any one department, ensuring that Board (C.E.E.B.) Advanced Placement examina- most of the work in the major will be completed tions and other examinations such as the General

25 26 Academic Standards

Certificate of Education (British University A-Levels), c. A student must maintain an average of 2.00 the French Baccalaureate and the International (C) across all courses taken in the major. Most Baccalaureate, as approved by the associate dean departments do not permit courses in the major of studies. The amount of credit and any conditions to be completed under the pass/fail grading on recording it will be determined on the basis of option. departmental evaluation of the examination and the Honors student’s score. The college will grant advanced Outstanding students may attain a variety of aca- placement credit for college-level work completed demic honors at Wheaton. Students with semester before matriculation only when that work has been averages of 3.25 (through the Class of 2008), reviewed and credit recommended by the appropri- 3.50 (effective with the Class of 2009) or better ate department, subject to the approval of the may be named to the Dean’s List. Others with associate dean of studies. Application for advanced outstanding achievements in particular areas may standing based on placement exams or college- earn departmental prizes at Honors Convocation at level work must be made at the time of matricula- the close of the academic year. tion and completed by the end of the student’s first Students may become candidates for honors year. A limit of eight course credits is placed on in their fields of concentration at the invitation of credits earned in this way. their major departments or advisors at the end of Graduation Requirements their junior year. Candidates for honors complete 1. A student must present 32 course credits for at least two semesters of special or independent graduation. work beyond the usual departmental require- 2. A student must attain an average of 2.00 (C) ments and an oral examination on that work. Most for all credits earned at Wheaton to maintain good students will fulfill this requirement with two se- academic standing and to qualify for graduation. mesters of senior thesis (Individual Research 500) in their senior year. Candidates must also have an 3. Among the 32 course credits presented for average of B+ (3.33) in all courses in the major graduation, each student must include courses and an overall average of B (3.0). Independent that fulfill the general requirements of the Wheaton majors who meet the requirements for honors will Curriculum. be designated Wheaton Scholars. 4. Each student must include among the 32 course Students may be granted the degree with Latin credits presented for graduation courses that com- honors (cum laude, magna cum laude or summa plete requirements for a major field of concentra- cum laude) on the basis of their overall academic tion. These are outlined in general here, but each record. High-ranking juniors and seniors may be major has its own specific requirements, which are elected to the Wheaton College chapter (KAPPA detailed under departmental sections. Students are of Massachusetts) of Phi Beta Kappa. Selected expected to declare their majors by no later than departments also nominate students to major the end of the fourth semester by submitting a honor societies within the discipline. Criteria vary declaration form, signed by the appropriate major by department. advisor, to the Office of the Registrar. a. The major consists of a minimum of nine Academic Standards courses (more in some departments), at least Grading. Letter grades are awarded in courses on three of which must be at the 300-level or a four-point scale as follows: above. Some majors require more than three A = 4.00 advanced-level courses. B = 3.00 b. At least half the courses in the major must be C = .00 completed at Wheaton, and at least six course D = .00 credits in the major must be among the last F = 0 sixteen earned (that is, normally completed in the final two years). Academic Standards 27

Plus and minus grades are proportioned fraction- are expected to provide documentation of the ally (e.g., B+ = 3.33, C- = 1.67). Students must circumstances necessitating this Incomplete and maintain an overall G.P.A. of 2.00 (C) by the end the request must be supported by the instruc- of the first year and thereafter. Wheaton awards tor. Incompletes are recorded with the symbol grades of A+ as a commendation, but these “I” and must be removed within a specified time, grades award no more than 4.00 points. normally before the end of the following semes- In yearlong courses a temporary grade is ter. Incompletes cannot be granted by individual awarded at the end of the first semester and is instructors. The notation “NG” is used only when an replaced by a full-credit grade (most often two instructor has been unable to award a final grade; credits) at the end of the year. Students must it must be replaced by a letter grade or Incomplete complete both semesters of a yearlong course to before the beginning of the next semester. Failure earn a permanent grade and all credits. to resolve “NG” grades or overdue Incomplete Pass/D/F. Students admitted prior to Fall 2003 may grades will result in the grade being converted to complete up to four full-credit courses under the “F” by the close of the following semester. Pass/D/F option while those admitted in Fall 2003 Occasionally, students may seek to drop or and later may elect this option only three times. This withdraw from a course for which they have permits students to enroll in courses they might registered. Students may do so up to the deadline not otherwise take, with a minimal risk to their simply by consulting their advisor and submitting a academic standing. Instructors are not informed that Drop form in the Office of the Registrar, as long as students have selected this option and will submit this does not leave them with fewer than four cred- normal letter grades, which are then converted its of course work (a normal course load). Students to P by the Office of the Registrar if the course is seeking to adjust their schedule below a normal completed with a grade of C or better. This grade course load or seeking to withdraw from a course is not computed in the G.P.A. Any grade below C after the deadline must petition the Committee on is recorded as submitted by the instructor and Admissions and Academic Standing to do so and computed in the G.P.A. are urged to meet with one of the deans in the Students may select this option at any time up advising center to review the circumstances of to two weeks after final registration by properly their request before submitting it to the commit- informing the Office of the Registrar. Students tee. When such requests are granted, the course should not expect to be able to use this option will normally appear on the student’s transcript after that deadline in order to deal with academic with the notation “WD.” A student who wishes to difficulties in a course. The decision to use this withdraw from a course after the deadline without grading option must be made on the basis of a permission will receive a “WF” or “Withdrawal with student’s self-assessment of interests and abilities Failure,” computed in the G.P.A. as a failing grade. before the deadline, not on the basis of poor per- Audit. Students may elect to audit a course formance after the deadline. Students should also (register for it without doing the work that would note that most departments do not permit courses earn academic credit) with the permission of the in the major to be completed under this option. instructor. Students seeking to audit a course must Wheaton students may not elect the Pass/D/F submit a Course Override form, signed by the option for courses used to fulfill the Foundations instructor, to the Office of the Registrar by the audit or Connections requirements of the Wheaton deadline. Students may not switch a course from Curriculum. credit status to audit status after this deadline. The Incomplete Courses. Students who, for reasons grade “AU” designates successful completion of a beyond their control, find that they are unable course as an auditor and is assigned only when the to complete course work as scheduled may ask student has met the requirements of the instructor for an Incomplete by meeting with one of the for attendance and participation as an auditor associate deans in academic advising. Students throughout the semester. 28 Academic Standards

Good Standing and Normal Progress. To remain in absence notification. A student receiving such a good standing a student must maintain at least notice should meet immediately with the instructor a 2.00 (C) cumulative average, maintain at least to determine the impact of those absences on their a 2.00 (C) average in courses in their major, and grade and the probability of successful comple- maintain normal progress toward the degree. tion of the course, and to resolve any registration Normal progress requires that a student fall no errors. more than two credits behind his or her class First-year students may also receive mid-se- standing. Class standing is defined as follows: mester commendations, identifying that the work Sophomore standing 8 course credits they have completed, to date, is of exceptional Junior standing 6 course credits quality. Students receiving commendations are Senior standing 4 course credits urged to meet with their instructors and advisors to Failure to meet any of these criteria could result discuss further work in this area. in a range of institutional actions, from placing the Family Educational Rights and Privacy Act student on academic probation through suspen- The college complies with the federal Family sion for one year or academic dismissal. A student Educational Rights and Privacy Act (FERPA). FERPA on academic probation who fails to regain normal precludes the college from sharing grades or good standing after one semester may be subject other confidential information with anyone other to suspension or dismissal by the Committee on than the student without the student’s consent. In Admissions and Academic Standing. If a stu- particular, unless a student has signed a Release dent demonstrates exceptionally poor academic of Information form, parents will not be notified of performance, the college may suspend that student their son’s or daughter’s grades. This can prove a immediately, rather than first placing the student challenge for parents accustomed to receiving re- on academic probation. First-time probationary stu- port cards or notices from their son’s or daughter’s dents are considered in conditional good standing school. Students may complete a release through and remain eligible for financial aid. (For students the Office of the Registrar to authorize the college receiving federal financial aid, please refer to the to mail copies of grade reports to the individuals Student Aid section for more specific information designated. on the relationship between good academic stand- Similarly, if a parent wishes to have a conversa- ing and the aid award.) tion with an academic dean, instructor, faculty Mid-Semester Evaluations. In their first year, advisor or mentor, the student must sign a Release students will be evaluated in each course at the of Information form. Forms are available in the mid-semester point; any first-year student whose Office of the Registrar and the advising center. work is unsatisfactory (below C level) at that time will receive a course warning, which obliges the Course Completion Requirements student to meet with his or her instructor im- Course Registration. Continuing students register mediately. Warnings are not a part of a student’s for courses online using WINDOW (Wheaton permanent record, but provide an opportunity Information Delivered on the Web). Students obtain for students to remedy academic deficiencies at a new registration PIN from their faculty advisor a point when positive results are still possible. in each advising period preceding the registration Upperclass students may also receive warnings, week. Students away from the campus at these although instructors are not required to submit times will be contacted by the registrar and may warnings for these students. A student whose work follow different procedures for submitting their is sufficiently poor as to make passing the course course registrations. Students not registered or improbable may be prohibited by the instructor improperly registered may not receive credit for from completing the final examination and failed in their work. the course before the end of the semester. Students may change course registrations First-year students who have been excessively without penalty or fee within the first seven days of absent may also receive a mid-semester excessive instruction each semester by logging into WINDOW Academic Standards 29 to drop or add courses. Students wishing to add instructors whenever they are unsure of their a course after the seventh day of instruction may responsibilities toward the Honor Code. The code do so only with the written permission of the also means that a student may not give or receive instructor and payment of a late fee. Students aid in completing laboratory assignments, computer may drop courses without penalty or fee at any programs or other work assigned in courses. The time before the mid-semester date, provided Honor Code also precludes a student’s submitting they maintain a normal course load (at least four the same assignment in two or more classes. credits) and have consulted a faculty advisor. No Examinations and quizzes are normally unproc- course may be dropped if it takes a student below tored—completed without faculty present. Students a normal course load, or after the mid-semester are on their honor to refrain from giving or receiving deadline, without the approval of the Committee aid during an exam or quiz, and are obliged by the on Admissions and Academic Standing. Honor Code to report any allegations of academic The basic steps for degree-seeking students to dishonesty, either to the College Hearing Board register via WINDOW are: chair or the dean of students’ office. Regulations 1. Prior to course selection week, schedule an ap- governing the administering of final examinations pointment with your academic advisor to plan your are available in the Office of the Registrar and program of study and obtain your registration PIN. distributed each semester to all students taking final 2. We suggest that you complete a Registration examinations. Worksheet, including CRN numbers, and any per- Students are required to acknowledge in writing tinent advising notes as well as alternate course the integrity of all work submitted and all exams or choices. Have this worksheet with you when you quizzes completed. log into WINDOW. Class Attendance. Students are expected to at- 3. According to the registration schedule dates tend classes regularly and are responsible for all (based on class year), plan 10-15 minutes to log work conducted or assigned in classes they miss. into WINDOW and complete the registration pro- Individual instructors may set individualized atten- cess. Always submit changes and print a copy of dance policies and enforce them. In certain classes, your schedule. Your printed schedule is verification it may not be possible to pass the course once a that your registration was processed accurately. student exceeds the number of allowed absences, 4. See a staff person in the Office of the Registrar no matter how valid the reasons for the absences. about any exceptions such as enrolling in a Accommodations for students who have missed course on an Audit or Pass/D/Fail grading basis, classes, examinations or quizzes, labs, or deadlines registering for an Independent Study or Individual for written work will be made only at the discretion Research course, and the like. of the instructor, who may require the student to have medical or other external confirmation that 5. WINDOW will only be available during the publi- the accommodation is justified by circumstances cized time period. Please plan accordingly. beyond the student’s control. 6. Registrations submitted to the Office of the In addition, according to Massachusetts state Registrar after the last day of registration will be law, any student whose religious beliefs prevent subject to a $15.00 late fee. Registrations submit- class attendance or participation in any examina- ted later than one week after the conclusion of tion, study or work requirement on a particular day registration will be subject to a $45 late fee. shall be excused from any such requirement. The Integrity of Academic Work. All work submitted for student will also receive an opportunity to make up evaluation in a course must be completed in ac- any examination, study or work requirement that cordance with the standards of academic integrity may have been missed because of such absence on in the college’s Honor Code. All dependence on a particular day; however, such makeup examina- the ideas or language of others in a student’s tion or work shall not create an unreasonable written work must be properly acknowledged burden upon the school. No fees of any kind shall and documented; students should consult their be charged by the institution for making this op- 30 Academic Standards

portunity available. No adverse or prejudicial effects Pre-scheduled exams are offered by the instruc- shall result to any student who takes advantage of tor during the final examination time associated the provisions of this section. with that class, as published by the Office of the Completing Course Work. All course assignments Registrar each semester. Once a student’s registra- except for final examinations or work in lieu of tion in a class is final, he or she should identify any final exams must be completed by the last day pre-scheduled final exam times prior to making any of classes each semester. All final examinations end-of-semester travel arrangements. Alternatively, or work in lieu of exams must be completed by final examinations may be self-scheduled, allowing the end of the examination period. No regular students to select the date and time during exam course work may be submitted after the last day week in which they wish to take that course final. of classes. Failure to meet these deadlines may, Please note: The college cannot reschedule exams under special circumstances outlined above, be to accommodate family plans or holiday travel. The accommodated by granting the grade of “I” (or exam schedule is available at the beginning of each Incomplete). All Incompletes must be approved by semester. Incompletes (I) may be granted only when one of the associate deans of studies and require circumstances are confirmed to be beyond the documentation of the circumstances necessitating student’s control; students must receive permis- the Incomplete. sion from an associate dean in academic advising Final Exams. Students normally complete their final and work out a contract with the instructor for the exams during the week following the last week of completion of all work before the end of the next classes. Faculty may substitute a final research pa- semester. Failure to complete work by that date shall per or some other project in lieu of an examination. result in instructions to the faculty member to submit Final examinations may be pre-scheduled or a final grade, with zero points awarded for the work self-scheduled, as determined by the instructor. still outstanding or the award of a grade of “F.” 31 The Wheaton Community

Student life at Wheaton is characterized by a strong A student’s continuing enrollment at Wheaton is sense of community. The college has a long-standing contingent upon the student’s willingness to uphold tradition of student involvement and participation in all and live within the Honor Code. levels of campus affairs. Wheaton students become At the March 7, 2003, faculty meeting, Wheaton aware that learning takes place both inside and out- faculty approved the following resolution: For all side the classroom, and they are encouraged to use course work, students will write and sign the follow- their liberal arts experience as preparation for creative ing: “I have abided by the Wheaton College Honor involvement in a changing society. A residential learn- Code in this work.” ing environment prepares students to become world There are specific requirements of academic citizens. Students at Wheaton acquire an understand- and social integrity that are to be followed by ing of and appreciation for responsibility by learning community members. The College Hearing Board is to manage their own lives, actively participating in the vehicle that is used to maintain the education, institutional governance and engaging in community application and protection of these standards set service. Women and men at Wheaton learn to work in forth by the Honor Code. partnership, care about others, balance independence Students who have violated the requirements and interdependence, and celebrate human differ- of the Honor Code, or who have reason to believe ences. In the course of four years here, we expect that others have violated the academic or social students to become open to differences in race, class, provisions of the code, should report themselves, religion, age, gender, sexual orientation and lifestyle, confront others and encourage them to report culture, physical ability, language and nationality. themselves, or report violations or alleged violations either to the chair of the College Hearing Board or The Honor Code to the dean of students. Wheaton accepts and encourages individuality while Honor Code history. The honor system for social also affirming the community dimensions of college responsibility at Wheaton was established in 1921 life. The Honor Code describes each individual’s re- to replace the demerit system that Wheaton had sponsibility as a member of the Wheaton community: practiced since its founding in 1834. In 1925, the As members of the Wheaton community, we honor system expanded to encompass all academic commit ourselves to act honestly, responsibly, work. This was the beginning of a self-governance and above all, with honor and integrity in all areas system at Wheaton that required not only academic of campus life. We are accountable for all that and social integrity of students, but the responsibil- we say and write. We are responsible for the ity of all community members to uphold the honor academic integrity of our work. We pledge that system. Over the past decades, the Honor Code has evolved to meet the changing needs of students we will not misrepresent our work nor give or and this institution, but it has continued to maintain receive unauthorized aid. We commit ourselves to unquestionable integrity and purpose. For a com- behave in a manner which demonstrates concern plete set of guidelines, please refer to the Student for the personal dignity, rights and freedoms of all Government Constitution. members of the community. We are respectful of Academic responsibility. The rights and responsi- college property and the property of others. We bilities that accompany academic freedom are at will not tolerate a lack of respect for these values. the heart of the intellectual integrity of the college. I accept responsibility to maintain the Honor Code Academic integrity requires that all work for which at all times. students receive credit be entirely the result of their

31 32 THe Wheaton Community own effort. Plagiarism will not be tolerated in any tion. The following examples serve to illustrate the form. Examinations at Wheaton are not proctored. most common forms of plagiarism. All students are responsible for the integrity of their 1. Submitting papers, examinations or assignments examination papers and for the integrity of the work written by others is perhaps the most blatant of others taking examinations. form of plagiarism. Statement on plagiarism. The long history of the 2. Word-for-word copying of portions of another’s Honor Code at Wheaton College is indicative of writing without enclosing the copied passage in the uniqueness of its faculty and students, who quotation marks and acknowledging the source have worked hard to maintain high standards of in the appropriate scholarly convention is equally academic integrity. In order to ensure that these unacceptable. standards are upheld, we must remind ourselves of 3. The use of a particularly unique term or concept the academic responsibilities that we all inherit as that one has come across in reading without members of the Wheaton community. acknowledging the author or source, while less We should all be aware that we are part of a blatant, is also a form of plagiarism. wider community of scholars, and it is the exchange 4. The paraphrasing or abbreviated restatement of of ideas, information, concepts and data that make someone else’s ideas without acknowledging that the advancement of knowledge possible. However, another person’s text has been the basis for the just as we expect others to acknowledge the ideas paraphrasing is a form of academic dishonesty. that we have worked hard to develop, so we must 5. False citation: Material should not be attributed to also be careful to recognize the people from whom a source from which it has not been obtained. we borrow ideas. 6. False data: Data that has been fabricated or al- There are several reasons why we should tered in a laboratory or experiment, although not acknowledge our borrowing from the work of others. literally plagiarism, is clearly a form of academic We do this certainly to show our gratitude, but also fraud. in order to provide our readers with the opportu- nity to consult our sources if they wish to review 7. Unacknowledged multiple submission of a paper the evidence, consider other interpretations or for several purposes without prior approval from determine the basis for the cited material. Moreover, the parties involved is a violation of the ethics of we can determine the author’s own originality and scholarship. insight only in the context of appropriately identi- 8. Unacknowledged multiple authors or collabora- fied sources. The citation of relevant background tion: while collaboration is entirely appropriate in material is also evidence that the author has tried to many instances, the contributions of each author become familiar with the views developed by others or collaborator should be made clear. In cases in the field. where collaboration is not permitted, such col- Plagiarism (from the Latin for “kidnapper”) in laboration is a form of academic fraud. its most general form is the taking of ideas from While students have the responsibility of avoiding another and passing them off as one’s own. Authors any form of plagiarism or academic dishonesty, who fail to acknowledge their sources are, at the it is the task of the faculty to clarify for students very least, guilty of being ignorant about the ethics what these responsibilities are. Although the most governing the wider community of scholars; at the general forms of plagiarism are clear, Wheaton worst, they are guilty of blatant dishonesty. In any recognizes that the precise manner in which these case, plagiarism in any form constitutes a serious guidelines are implemented may vary across disci- violation of the most basic principles of scholarship, plines. For this reason, it is extremely important that and cannot be tolerated. individual faculty members and departments make Plagiarism can take many forms, from the inad- explicit what their expectations are about academic vertent passing off as one’s own the work of another honesty and integrity. Faculty members also have the due to ignorance or carelessness, to the hiring of responsibility of making use of the Honor Code pro- someone else to write a paper or take an examina- cedures and reporting violations of these when it is The Wheaton Community 33

necessary to do so. When both students and faculty cational housing options are available. First-year recognize their respective responsibilities and have students and sophomores live in double rooms, a shared understanding of them, we can ensure that triples or quads; juniors and seniors in double and our system of academic values is upheld consistently single rooms. Room assignments for new students and equitably. are based on residence questionnaires. Returning Respect for intellectual labor and creativity students select their rooms in a campus-wide is vital to academic discourse and enterprise. lottery each spring. This principle applies to works of all authors and Students take an active role in planning and publishers in all media. It encompasses respect for maintaining their living environments. Residence the right to acknowledgment, right to privacy, and halls are staffed by professionals from the student right to determine the form, manner and terms of affairs staff who live in each residential area. In publication and distribution. addition, upperclass students known as hall staff Because electronic information is volatile mentors live on each floor. These hall staff mentors and easily reproduced, respect for the work and are available to offer peer counseling on issues of personal expression of others is especially critical academic and social adjustment. They also serve in computer environments. Violations of autho- as resources within the hall, answering questions rial integrity, including plagiarism, invasion of about the campus, sponsoring educational and privacy, unauthorized access, and trade secret and social programs, and promoting a sense of com- copyright violations, may be grounds for sanctions munity and respect for diversity on the floors and against members of the academic community. in the buildings. Students share responsibility for making decisions about residence policies, promot- The New Student Experience ing security within their buildings, and maintain- Each new academic year begins with an orientation ing appropriate standards so residents may live program to welcome new, transfer and continu- together harmoniously. ing education students to the college community. The residence halls are an important learning Minority and international students and their fami- environment at Wheaton. Students study together, lies are invited to a two-day pre-college multicultur- play and relax with friends, build friendships and al workshop. Orientation allows students to sample work through the issues associated with living in aspects of college life and to become familiar with a community. Residence halls and quads initiate the values Wheaton considers an important part social events, faculty-led discussions, potluck din- of our liberal arts tradition. Academic choices are ners and intramural teams, and sponsor campus- explored through meetings with advisors, student wide events. preceptors and residence hall staff, placement examinations and workshops designed to address On Campus key aspects of academic success. To strengthen a Wheaton offers many opportunities for active sense of community, orientation includes co-cur- learning outside the classroom. Students, faculty ricular activities such as concerts, athletic events, and administrators serve together on college com- and workshops on residential life, multicultural mittees that formulate college policy and organize diversity and the Wheaton Honor Code. campus events. Elected student representatives serve as members of a variety of administrative Residential Life groups, including the Student-Trustee Liaison The college has 18 residence halls and 11 houses Committee, the Educational Policy Committee and shared by members of all four classes. Wheaton the college’s Budget Advisory Committee. Students students are required to live on campus for four are regularly asked to serve on search committees years and to enroll in the college’s meal plan. and task forces in the college. Students who live in communities contiguous to All students are members of the Student Norton and continuing education students may Government Association (SGA) at Wheaton. The enroll as day students. Both single-sex and coedu- SGA Executive Board is composed of elected stu- 34 THe Wheaton Community dent officers who oversee a variety of campus func- Wheaton students also celebrate a number tions, including the Student Senate, Programming of annual events, including Homecoming, the Council, Educational Council, College Hearing Academic Festival, the Boston Bash, Spring Board, Intercultural Board and Finance Committee. Weekend, the Women’s Music Festival, Worldfest@ The SGA administers a budget from student activi- Wheaton and class-sponsored events such as ties fees, which supports an extensive program of Class Weekend and the Valentine semi-formal. social and cultural events, campus communications Balfour-Hood Center and more than 60 student organizations each year. The Balfour-Hood Campus Center is open Monday Activities abound in the arts, athletics, academ- through Friday, 8 a.m. to 2 a.m., and Saturday and ics, politics, religion, service and communications. Sunday, 10 a.m. to 2 a.m., during the academic Special-interest clubs enrich intellectual and social year. The following is a list of facilities and services life, and new organizations are formed by students located in the center. For further information, dial every year to accommodate the changing needs of the Information Desk line at ext. 3833. the campus population. Among them are academic Atrium. The Atrium is the large open area adjacent interest clubs, global awareness groups, foreign to the Information Desk on the first floor of the language clubs, multicultural associations (such as Balfour-Hood Campus Center. This space is also Black Students’ Association, Asian and Southeast used for outside vendors to sell their merchandise. Asian Association, Latino Students’ Association), Band Practice Room. Scheduled and coordinated Hillel, political organizations, religious groups, by the Band Club, this room is located on the mez- various men’s and women’s groups (such as the zanine level. The room is available at 5 p.m., after Lesbian, Gay, Bisexual, Transgender Alliance or the close of the work day. the Wheaton Organization for Women) and sports clubs. All sports clubs are funded and administered Café. Located on the mezzanine level of the by the Student Government Association. Students Balfour-Hood Center, off the Dimple-side entrance, who participate in sports clubs are required to sign the Café offers specialty coffees, sandwiches, a waiver of liability and participate at their own risk. soups, salads, muffins and bagels, and ice cream Wheaton students also find opportunities to treats. discover or expand upon their creative talents. Continuing Education and Day Student Lounge. They become active in the theatre company, which This room is the gathering place for commuting often produces the works of student writers, or act students. It is located on the first floor next to the in major productions of the theatre department. 1962 Room. They perform with student bands and read their Ellison Dance Studio. This large workout space original poetry and prose in campus coffeehouses. for the Dance Company and aerobic and TaeBo The Wheaton Dance Company, the Chorale, the classes is located at the end of the first floor Jazz Band, the World Music Ensemble and the hallway on the right. Orchestra all sponsor major productions each Fitness Center. Free weights, Nautilus stations and semester. Four a cappella singing groups entertain aerobic workout equipment are available in the at campus functions: the Whims, the Wheatones, Fitness Center, which is located at the end of the the Gentlemen Callers, and The Blend. Many stu- first floor hallway past Events and Conferences. dents write for one of the student publications: the Locker rooms are adjacent to the Fitness Center. Wheaton Wire, the campus newspaper; Rushlight, Game Room. The Game Room, open daily from 10 the literary magazine; or Nike, the yearbook. a.m. until 2 a.m., offers pool, foosball, air hockey, Students interested in broadcast media take part in Ping Pong, darts and board games. It is located on managing and operating Wheaton’s campus radio the first floor across from the Information Desk. station, WCCS. Information Desk. Located in the Atrium and staffed Among college- and student-sponsored events by Campus Center Assistants, the Information Desk are drama and dance presentations, concerts, art is the central location for information dissemination exhibitions, scholarly colloquia, films and lectures. on campus. This desk handles the Info. Desk Line The Wheaton Community 35

(ext. 3833), transportation schedules, Game Room Athletics, Recreation and Physical Education equipment signout, flower delivery pickup and ac- Reaching for excellence on the athletic field can be cess to the Band Practice Room. the perfect complement to intellectual growth in Loft. The night spot for pizza, wings, entertainment the classroom. Wheaton athletics, whether at the and social events, the Loft is located at the end of intercollegiate, intramural or recreational level, offer the Atrium-level hallway, up the stairs on the left students the opportunity to tone the spirit as well and around the corner by the parking lot entrance as the body, to sharpen the will to succeed and the to the Balfour-Hood Center. desire to compete, to teach the value and rewards Media Center. Located on the balcony level of the of team work. Wheaton athletes are students who second floor, the Media Center supports campus seek an education as well as opportunities to de- events with projection systems, loudspeakers velop and mature both on the playing field and off. and videotaping. It also provides audio-video and The college generally attracts student athletes who computer systems in classrooms. are looking for good competition, which the New Meeting Rooms. The New Yellow Parlor and the England area provides, who want to develop their 1960 Room are located on the balcony. Both skills and who want a challenge as well. rooms can be reserved through the Office of Events With a natatorium, gymnasium and field house, and Conferences. the Haas Athletic Center is the setting for both recreational and intercollegiate athletics. The eight- 1962 Room. This lounge area is equipped with a lane stretch pool provides a place for recreational 52-inch screen TV with access to cable and a DVD/ swimming and diving, intramural water polo and VCR. It is located on the Atrium level to the right of volleyball; it is the home of Wheaton’s nationally the Continuing Education and Day Student Lounge. ranked synchronized swimming team, and the inter- Office of Events and Conferences Services. collegiate swimming and diving teams for women Coordinates campus events, including room res- and men. The Emerson Gymnasium offers facilities ervations, equipment requests and food requests. for basketball, volleyball and badminton. The Beard It is located on the left through the double doors Field House, home of Wheaton’s national champion to the right of the WCCS broadcast booth (past the track team, includes a six-lane track, five indoor dance studio). tennis courts, three basketball courts, and space for Office of Student Life. Student Life comprises long jump and batting practice. Indoor soccer and Residence Life, Student Activities and Multicultural Frisbee are also played there. Programs. The office is located above the Café. In addition, the college has seven lighted outdoor Office Services. The campus printing shop with tennis courts plus a practice court; playing fields for copy and fax machines is located beyond the soccer, lacrosse, field hockey and softball; the Sidell Atrium, behind the Post Office mailboxes. Baseball Stadium; and the Clark Recreation Center Post Office. Located directly off the Atrium on the for intramurals and social activities. The Fitness first floor, the Post Office houses student, faculty Center, housed in the Balfour-Hood Student Center, and administrative mailboxes, and facilities for contains Nautilus equipment, free weights and sorting and distributing campus mail. cardiovascular machines such as the “Stair-master.” Student Government Association. Offices for the Aerobics classes are held in the Ellison Dance Studio. Student Government Executive Board, Class Wheaton competes in the NCAA Division III. Officers, Programming Council, Student Banker, Women’s teams include cross-country, basketball, Wheaton Wire (newspaper) and Nike (yearbook). soccer, field hockey, volleyball, lacrosse, softball, This space is available to all SGA-recognized clubs synchronized swimming, tennis, track and field, and organizations. Located on the mezzanine level. and swimming and diving. The college fields men’s WCCS Radio Station. The student-coordinated radio teams in baseball, cross-country, soccer, lacrosse, station, with offices and a broadcast studio is basketball, tennis, track and field, and swimming located near the Dance Studio on the first floor. and diving. 36 THe Wheaton Community

Intramural activities are organized in flag relationship. Under no circumstances are records football, floor hockey, volleyball, softball, soc- ever shown or discussed with anyone without cer, basketball, water polo, pool and Ping-Pong. knowledge and written consent of the student. Recreational opportunities abound, with a full Medical records are kept on file to ensure continu- schedule of aerobics classes and the availability of ity and quality health care. Only the health services the fitness center and swimming pool. staff has access to the contents of medical charts. The instructional program in athletics includes This policy means that no one has access to golf, swimming, tennis, badminton, archery, information about medical or personal histories fencing, an exciting leadership program—Project without signed authorization from the sender. This Adventure—and yoga. information remains confidential. Wheaton values recreational and intercollegiate Students should be aware that if they have athletics not only for its importance in developing their own insurance policy (not Wheaton’s), lifelong practices of fitness but for the leadership treatment will be billed to that policy (which is not skills it fosters in participants. covered by Wheaton’s confidentiality regulations) and a statement for services provided may be sent Health Care to the policy owner. Wheaton student health services are provided by Counseling. The Counseling Center provides the Norton Medical Center, associated with Sturdy support and counseling services to students as Memorial Hospital in Attleboro. The center is located they deal with the inevitable problems, stress, on the Wheaton campus on Taunton Avenue next difficulties in relationships, and conflicts they will to the bookstore. Norton Medical Center provides encounter in their young adult years. In order to outpatient services Monday through Friday by meet the developmental needs of an increasingly appointment only. Some services and referrals are diverse student body, the center provides flexible billable to students’ required health insurance, and varied approaches to helping students, both but routine care is provided without charge during on campus and with referrals to off-campus Wheaton Hours, as part of the college’s service resources. The center offers a variety of outreach contract. Wheaton Hours are designated appoint- programs ranging from lunchtime discussion ment slots reserved for Wheaton students. groups to workshops focusing on specific themes. Provider alternatives. Sturdy Memorial Hospital in The Counseling Center is staffed by licensed Attleboro and the Mansfield Healther Center (in mental health professionals and graduate interns neighboring Mansfield) provide direct care when the in advanced training. Any concern that a student Norton Medical Center is not open. brings to the center is treated with respect, caring Emergency health care. For all emergencies, call and confidentiality. Wheaton Public Safety (x3333) or Emergency Counseling services are confidential and free of Medical Services (dial 9-911 from campus phones). charge to all Wheaton students. Outreach. The Office of Health and Wellness, in co- operation with the Wheaton Counseling Center, the The Office of Service, Spirituality and Social Responsibility Office of Student Life, the Student Health Advisory Board and local public health agencies, provides As an integral part of Wheaton’s commitment to regular programs on sexuality, stress, wellness, transformational education, the Office of Service, drug and alcohol abuse, and current health topics Spirituality and Social Responsibility (SSSR), that are relevant to college students. located in the basement of Cole Memorial Chapel, More information on student health services, coordinates three separate but not entirely unrelat- including details on contacting the Office of Health ed areas of personal and academic development. and Wellness, is available at www.wheatoncollege. Broadly speaking, SSSR supports both curricular edu/StudentLife/Health/. and co-curricular programming that encourages students to reflect upon their actions, values and Confidentiality. Health service providers observe beliefs and on the ways these impact their own strict rules of confidentiality in the doctor-patient The Wheaton Community 37

intellectual development, the people around them Social Responsibility is Wheaton shorthand for civic and the communities of which they are a part. engagement, global citizenship and construc- Service at Wheaton is all about partnership—rec- tive political action. SSSR promotes political ognizing that involvement with our closest dialogue—not diatribe—and student-initiated neighbors in Southeastern Massachusetts, as social activism on campus through leadership well as those in our extended global neighbor- development, training in community organizing, hood, transforms students’ lives, as well as the and ample opportunities to explore critical political lives of their community partners. Through SSSR’s and social issues from a broad range of ideologi- annual Season of Service, first-year students are cal perspectives. In this richly diverse learning introduced to communities surrounding campus community, nurturing the ability to build unlikely and to the ethic of engagement that has long been coalitions and to engage in rigorous and respectful a hallmark of a Wheaton education. In the Chapel political dialogue with people whose experience basement, students interested in community and opinions differ dramatically from one’s own service can find information on a broad range of are among SSSR’s most important functions. Few local volunteer opportunities and connect with stu- skills will be more important to our students as dent-run service clubs and activities including the they prepare to embrace the complex world they Community Service Council, the Wheaton Tutoring are soon to inherit. Contact information: x3370 or Program, AIDS Prevention and Education Team [email protected] (APET), Habitat for Humanity and the Wheaton/New The Larger Community Orleans Alternate Winter Break trip. Students at Wheaton have the benefit of attend- Spiritual exploration in a staunchly secular but ing a college in a New England town with access vividly multi-faith academic community is quite an to nearby Boston and Providence, Rhode Island. adventure. Wheaton’s support for spiritual inquiry Boston and Providence provide opportunities for in- and practice is based on the belief that such activi- ternships, jobs, fieldwork or shopping. Students are ties enhance intellectual development by promot- also actively involved in internships and community ing religious literacy—an essential prerequisite service projects in local communities, including to global citizenship—and encouraging students Norton, Mansfield, Attleboro and Taunton. to examine (and re-examine) their values and to The local public transportation system, GATRA, live those values to the best of their ability. SSSR provides regular connections to trains and the builds on the natural tendency of college students Boston metropolitan transportation system. to ask Big Questions about life and its meaning by Students travel regularly to visit museums and to providing opportunities for interfaith dialogue and attend concerts, the theatre or social events at seasonal interfaith worship services, in collabora- other colleges and universities. College vans are tion with the student-run Interfaith Alliance, and for rented to student organizations for field trips and tradition-specific study and practice through such sponsored excursions. Students may also register organizations as Hillel, Christian Fellowship and the cars on campus. There is a limit on the number of Zen Meditation Group. parking permits available for first-year students. 38 39 Admission

Wheaton enrolls a diverse group of students who test results is optional. Applicants who wish their share certain characteristics: the desire to explore scores to be considered should arrange for official knowledge in the classroom and in the world, the score reports to be sent from the appropriate test- willingness to seek challenges and the confidence ing agency (the College Board and/or ACT) directly to participate in the exchange of ideas. to the Wheaton Admission Office. Reports must Admission is very competitive and is based on be received no later than the application deadline both the applicant’s academic and personal quali- for the corresponding decision plan. Unofficial test fications. Wheaton students come from hundreds scores (i.e., those reported on high school tran- of different secondary schools each year, and the scripts) will not be considered. Non-native English college recognizes and values the variations in speakers must submit the results of the TOEFL or curricular background and academic preparation ELPT exams. represented among applicants. Each student’s Because of the college’s commitment to evalu- secondary school performance and background ating all applicants as individuals, the Admission will be considered individually in assessing his or Office encourages students to submit any ad- her potential for success at Wheaton. ditional material that may illuminate their particular It is the college’s policy to admit students talents and interests. Though not required, such without regard to gender, race, color, creed, submissions may include: slides of original artwork, national origin or sexual orientation. Wheaton samples of creative writing and audio or video- complies with the requirements set forth in the tapes. Once received in the Admission Office, these Family Educational Rights and Privacy Act (FERPA) items will not be returned. Therefore, students of 1974, as amended, and the regulations in should make all necessary copies prior to including implementation thereof. them with their application materials. Please note that CDs and computer disks will not be reviewed Admission of Freshmen by the art department. Studio art faculty will review Although Wheaton does not prescribe rigid only slide and print portfolios. entrance requirements, the college strongly recom- All admission offers are contingent upon mends the following high school curriculum: four completion of all secondary school requirements years of English with emphasis on composition (i.e., graduation or its equivalent). skills, three or four years of mathematics, three Interviews. It is recommended that all students or four years of a foreign language, three years who apply to Wheaton will arrange for a personal of social studies, and three years of laboratory interview with a member of the admission staff science and several academic electives. Honors- prior to the application deadline. On-campus level, advanced placement (AP) and International interviews for current-year applicants are available Baccalaureate (IB) courses as well as substantive by appointment between April 1 and January 15. If courses in the visual and performing arts add you are unable to schedule a visit to the campus, further strength to an applicant’s record. These the Office of Admission will, upon request, attempt guidelines are not requirements, however; each to arrange an interview with a member of the student’s program is viewed in light of the oppor- Alumni and Parent Admission Committee (APAC) tunities open to him or her. Academic achievement, near your home or school. challenge of the curriculum, evaluations by teach- Please contact the Office of Admission well ers and counselors, and writing skills are all used in advance to schedule an on-campus or APAC to determine the quality of a candidate’s record. interview. We recommend that you make your The submission of SAT or other standardized

39 40 Admission arrangements by calling the office toll free at Trustee Scholar, each student receives a $10,000 800-394-6003 (or 508-285-8251 outside the scholarship in addition to a one-time $4,000 United States) between the hours of 8:30 a.m. stipend to support research, career-development or and 4:30 p.m. (Eastern Time) Monday through community service opportunities in the summer of Friday. Appointments for overseas students may be either their sophomore or junior year. scheduled by e-mailing the Office of Admission at Community Scholars. The Community Scholars [email protected]. program recognizes students who demonstrate Applying. Wheaton uses the Common Application both strong academic performance and an ongoing as its only application (with supplementary commitment to community service and/or leader- submissions). Students may obtain all necessary ship. Community Scholars each receive a $7,500 forms and instructions directly from the Wheaton scholarship and a one-time $3,000 stipend to Admission Office (http://www.wheatoncollege. support community service, internships or research edu/admission), from the Common Application opportunities in the summer of either their sopho- Web site (www.commonapp.org), or from most more or junior year at Wheaton. high school counseling offices. Applications must Regional Scholars. The Regional Scholars program be submitted with the required application fee of recognizes students who demonstrate both strong $55 by January 15 of the student’s senior year. academic performance and come from a region Applicants will be notified of admission committee outside New England. Regional Scholars each re- decisions by early April. Since Wheaton subscribes ceive a $7,500 scholarship and a one-time $3,000 to the Candidates’ Reply Date, admitted students stipend to support community service, internships wishing to enroll must do so by May 1 with a non- or research opportunities in the summer of either refundable deposit of $300. their sophomore or junior year at Wheaton. Each of these scholarship awards is renewable annually Merit Scholar Programs upon the achievement of at least a 3.0 GPA. There are no separate applications required for Merit scholarships may be used only during merit scholarship consideration at Wheaton. terms of enrollment at Wheaton or on Wheaton- Students are selected from the pool of first-time affiliated programs. Merit scholarship funds may freshman applicants at the time of admission to not be used for non-affiliated programs (abroad or the college. If a financial aid applicant is a merit domestic). For a current list of Wheaton-affiliated scholarship recipient, it will reduce his/her eligibility programs abroad, contact the Center for Global for need-based financial aid. Education. For a current list of Wheaton-affili- Class of 2010 Awards ated programs in the United States, contact the Balfour Scholars. Established in 1983 with a gift Academic Advising Office. from the Lloyd G. and Mildred Balfour Foundation, Early Decision Plan the Balfour Scholar award enables Wheaton to recognize entering freshmen who have demon- If Wheaton is a student’s first choice college, she or strated outstanding academic ability, unusual he may wish to consider one of the early decision talents and potential for leadership. Each Balfour plans. For “ED I,” completed applications are due Scholar receives a $12,500 scholarship in addition November 15 and should include grades from the to a one-time $4,000 stipend to support research, first term of twelfth grade (and the results of the career-development or community service oppor- SAT or ACT exam, if the applicant wishes these tunities in the summer of either their sophomore scores to be considered). Notifications are sent by or junior year. Balfour Scholars represent the most the end of December. Students who decide that outstanding students in the applicant pool. Wheaton is a first choice after November 15 may utilize “ED II,” which requires that all application Trustee Scholars. Trustee Scholars are recognized materials be received by January 15. for their superior academic achievement and Students applying under either early deci- demonstrated extracurricular commitment. As a sion plan are free to initiate applications to other Admission 41

colleges, but must withdraw them when notified International Students by Wheaton of acceptance and financial aid (if Wheaton encourages applications from interna- eligible). tional students. Students for whom English is not It is not always possible to reach a definite the native language must submit scores earned on decision on an application under the early decision the Test of English as a Foreign Language (TOEFL) plans. In this case, a student is released from the in addition to all other required application materi- Early Decision Agreement and will be considered als. Students are expected to earn a minimum among the regular applicant pool for an April 1 score of 550 on the paper version (or 213 on decision. In some cases, early decision candidates the computer-based version) of TOEFL, and must may be denied admission rather than being recon- submit their scores by January 15 of the year sidered with the regular decision applicant pool. they intend to enter Wheaton. To receive Wheaton Applicants accepted under the early decision application forms, students should write directly plans will be expected to pay a non-refundable to the Admission Office for detailed information. deposit of $300 in early January (ED I) or early Where possible, the Admission Office will arrange March (ED II). an interview with a Wheaton graduate in the applicant’s home country. Second Semester Admission Wheaton encourages all U.S. citizens and Wheaton accepts a limited number of students for permanent residents who seek support for their admission in the second semester. Candidates ap- education to apply for financial aid. Non-U.S. plying for mid-year admission must complete their citizens without permanent residency status who applications by November 15; notifications are sent require financial aid to meet their educational ex- by January 1. Candidates for freshman admission penses are not encouraged to apply for admission may be considered for mid-year entrance, depend- to Wheaton, as the college is unable to provide ing upon individual circumstances. them with need-based financial support. Non-U.S. Deferred Admission citizens are eligible to receive Wheaton’s merit For many students a college career is richer and scholarships. more relevant if, between high school and college, Every financial aid decision is based on a they take some time to gain the broader experience combined evaluation of the student’s demonstrated and added maturity that may come from some financial need and overall high school record. No non-academic, interim activity. For this reason, student who can finance only one year at Wheaton Wheaton usually will grant deferred admission to should enroll with the expectation that financial aid candidates who are accepted through the normal and/or scholarships will be available in subsequent process, upon receipt of the $300 non-refundable years. tuition deposit. Accepted applicants who wish to International students at Wheaton hail from enroll as full-time students in other colleges before more than 50 countries and territories, including coming to Wheaton should plan to reapply for Austria, Belgium, Bhutan, Brazil, Canada, Chile, admission, and must submit transcripts of all post- Colombia, Egypt, England, France, China, Central high school academic work. African Republic, Germany, Guatemala, Haiti, Hong Kong, India, Indonesia, Israel, Hong Kong, Japan, Early Admission Jordan, Republic of Korea, Kuwait, Lichtenstein, An unusually mature and well-qualified student Malaysia, Nepal, Netherlands, Nicaragua, Norway, who wishes to enter college after three years Pakistan, Panama, Peru, Philippines, Portugal, of high school may apply for early admission to Russia, Saudi Arabia, South Africa, Spain, Wheaton. A strong academic record and supporting Switzerland, Taiwan, Thailand, Turkey, Ukraine, recommendations from teachers and counselors the United Arab Emirates, Venezuela, Vietnam and will be major factors in the evaluation of candi- Wales. dates for early admission. A personal interview is required. 42 Admission

Admission of Transfer Students a student be conditionally readmitted with the Each year Wheaton admits students to the fresh- understanding that the student must meet specified man, sophomore and junior classes. To transfer expectations in order to continue. to Wheaton, a candidate must combine strong Admission of Special Students secondary school preparation, a promising record Wheaton encourages qualified individuals who live at another college and satisfactory personal within commuting distance of the college to enroll credentials. In order to receive a Wheaton degree, as special students in regular course work at the a student must attend Wheaton for at least two college. They are invited to discuss their specific years (four semesters), one of which is normally the interests with the Admission Office. Students not senior year, and must complete a minimum of 16 seeking a Wheaton degree may enroll in courses course credits in residence. directly through the Office of the Registrar. Financial The admission committee considers candidates aid is not available for special students. for entrance in both the fall and spring terms; candidates for the spring term should submit their Admission of Continuing Education Students applications by November 15. They will be notified To be eligible for continuing education admission, of the admission decision by early January. a candidate will typically have been away from Transfer applicants for the fall term who com- full-time education for at least three years or be plete their applications by the April 1 deadline will 24 years of age or older. While admission criteria be notified by mid-May. Applications received after for this program are broadly defined and flexible, April 1 will be reviewed individually and decided admission is based on the evaluation of each upon as space at the college permits. Official candidate’s individual academic goals and back- transcripts of college work in progress should be ground. An interview, therefore, is a most important forwarded as soon as possible after the close of the feature of the application process. Application forms term. An interview and campus visit for transfer ap- and interview appointments should be requested plicants are strongly recommended. If the candidate from the Admission Office. Applications for the fall is unable to visit the campus, the admission office semester should be submitted by April 1. will attempt to arrange an interview with a Wheaton graduate near the student’s home or college. Admission of Students with Disabilities Wheaton is committed to achieving equal educa- Readmission tional opportunity and full participation for students Students seeking readmission to the college with disabilities. It is the college’s policy that no must submit an application to the Committee on qualified person shall be excluded from participat- Admissions and Academic Standing. This will ing in any college program or activity, be denied the include a statement of their activities while away benefits of any Wheaton program or activity, or oth- from the college and of their plans if readmitted. erwise be subjected to discrimination with regard to Students who have enrolled in another college or any program or activity. Wheaton College will make taken courses elsewhere must submit transcripts of every effort to provide reasonable accommodations that work with their application. and appropriate support for otherwise qualified Students who voluntarily withdraw from the students with disabilities. Students requesting ac- college in academic good standing and with no his- commodations or seeking support services should tory of medical, disciplinary or academic problems notify the ADA/504 coordinator at least one month may expect to be readmitted. Students who have prior to the start of classes for a given semester so a history of medical, disciplinary or academic that the college has sufficient time to evaluate and problems should understand that the Committee on respond to the request. Admissions and Academic Standing will want to de- The college Committee on Admissions and termine how these problems have been addressed Academic Standing is charged with responsibility while the student has been away from Wheaton. for reviewing appeals of college policies and prac- The committee will sometimes recommend that Admission 43 tices on issues related to students with disabilities students should arrange to take leaves of absence and the college’s efforts to provide reasonable from their own institutions to assure their readmis- accommodations and support. sion upon completion of their work at Wheaton. Visiting students are considered non-degree can- Visiting Students didates; students wishing to transfer to Wheaton Students attending colleges or universities within upon completion of their visiting semester or year the Twelve College Exchange who wish to spend should follow the guidelines for transfer admission. a year or a semester at Wheaton should make ar- rangements with the exchange coordinator at their Contacting the Admission Office own institutions. To contact the Admission Office, you may write a Students from other colleges may apply for letter, call 800-394-6003, or e-mail admission@ visiting student status for a year or a semester wheatoncollege.edu. We are accessible online at through the Wheaton Admission Office. These www.wheatoncollege.edu/admission. 44 45 Financial Aid

Financial aid at Wheaton is a partnership that draws wages earned during the academic year. We typi- on the combined resources of the student and his cally expect students to contribute at least $1,600 or her family, federal and state governments, and each academic year. the college itself. Wheaton believes that the primary Together, the amount of the parents’ respon- responsibility for paying for college lies, to the extent sibility and the student’s resources make up the possible, with families themselves. Eligibility for all expected family contribution. The difference be- need-based aid from the college is determined by a tween the total cost of education (tuition, fees, room, combination of financial need and academic prom- board, books and supplies, and personal and travel ise, with financial need the predominant factor. expenses) and the expected family contribution is Wheaton also offers merit-based scholarships the student’s eligibility for aid. to recognize outstanding academic achievement at Sources of Aid the high school level and continued achievement in Each year, Wheaton funds as many financially college. If a financial aid applicant is the recipient of eligible students as possible. Eligible students who one of the college’s merit scholarships, this award complete the aid application on time may receive will reduce his or her eligibility for need-based aid. a “package” of resources. A financial aid package Institutional financial aid and merit scholarship typically includes a combination of grant assistance support are limited to a maximum of eight semes- from Wheaton, student loans (on which no payments ters. Students who require additional semesters to are required until after the student leaves school), complete their degree are not eligible for need- and/or work-study awards (subsidized student based or merit scholarship funding after their eighth employment). The level of grant funding will depend semester. Institutional financial aid and merit schol- on a student’s need level, academic promise and arships may only be used while enrolled at Wheaton availability of funds. In years when the demand or on a Wheaton-affiliated program. for institutional grant assistance exceeds available Determining Eligibility funds, we may not be able to fully fund every eligible Wheaton determines the amount that a family can aid recipient. In such cases, the student and family realistically be expected to contribute toward total must work together to secure adequate funding. college expenses by reviewing the family’s overall In all cases, families are encouraged to seek other financial circumstances as presented on the finan- sources of financial assistance. cial aid application. This needs analysis takes into Federal Aid Programs account such factors as family income and assets, Federal Pell Grant. This is a federal grant awarded to mandatory expenses (federal, state, and local taxes students with high financial need. Pell Grants may and Social Security payments, for example), ex- range from $400 to $4,310 and need not be repaid. traordinary expenses, family size and the number of Wheaton requires all students applying for finan- siblings attending undergraduate college. In addition cial assistance to apply for Pell funds via the Free to examining the family’s current circumstances, the Application for Federal Student Aid (FAFSA) each year. needs analysis attempts to assess the family’s abil- ity to finance college costs. Thus, families may meet Federal SEOG Grant. The Federal Supplemental their responsibility to the educational partnership Educational Opportunity Grant (FSEOG) is awarded through a combination of resources: savings, cur- to students who demonstrate an exceptional need rent income and, often, some long-term financing. for assistance. Wheaton determines the size of the Wheaton also expects the student to pay a student’s award based on the amount of FSEOG portion of his or her own expenses, from summer funds available to the college each year. Ranging from earnings, savings or other assets as well as from $500 to $3,000, these grants need not be repaid. 45 46 Financial Aid

Federal Perkins Loan. This low-interest federal loan with personal expenses (such as travel, books is offered through Wheaton to students with excep- and supplies) during the academic year. While it tional need. No interest is charged and no payments is the student’s responsibility to find a position, are required until nine months after the student Student Financial Services maintains an online leaves school. Once repayment begins, interest ac- job directory of positions available on campus as crues at 5 percent. The minimum monthly payment well as community service opportunities. Wheaton is $40 with a maximum 10-year repayment. This is a participant in the America Reads program, in loan may be deferred if the student attends graduate which federal work study students are placed as school full time. Wheaton determines the size of a reading tutors for preschool and elementary school student’s Perkins Loan, which may range from $500 students. The college holds a job fair early in the fall to $4,000 per year. semester during which students can meet potential Federal Subsidized Stafford Student Loan. This is campus employers. Wheaton students typically a federally subsidized student loan available from work between eight and ten hours per week; banks and other lenders. No interest is charged and paychecks are issued every other week. no payments are required until six months after the Special Considerations. Federal and state programs student leaves school. At that time, interest begins are subject to annual appropriations approval. to accrue at a fixed rate of 6.8 percent. The mini- Programs or funding levels may be subject to mum monthly payment is $50 and the maximum change based on federal or state budgetary repayment period is 10 years. Repayment may be constraints. deferred if the student goes on to full-time graduate State Aid Programs school. Repayment of principal and interest begins six months after the student leaves school, gradu- State Scholarships/Grants. Connecticut, Maine, ates or drops below half-time attendance. Maximum Massachusetts, New Hampshire, Pennsylvania, eligibility for freshmen is $3,500, sophomores, Rhode Island and Vermont have scholarship/grant $4,500, and juniors and seniors, $5,500. programs for students who are residents of those states. Students should check with their state Federal Unsubsidized Stafford Loans. Students who scholarship office for specific eligibility informa- are not eligible for the Subsidized Stafford Loan pro- tion and application deadlines. Wheaton requires gram may still be eligible for a Stafford loan without students from these states to apply properly for the federal interest subsidy. Although repayment of such scholarship funds. Wheaton will not replace principal is deferred during enrollment, interest does anticipated state scholarship or grant dollars with accrue. The student borrower has the option of mak- institutional funds for students who fail to complete ing interest payments while in school, or having the the application process. If a state scholarship/grant accrued interest capitalized (added to the principal is approved after the student’s initial aid award, the borrowed prior to the start of repayment). Interest college reduces the Wheaton Grant award dollar for accrues at a fixed rate of 6.8 percent. Freshmen dollar, providing that all need has been met. may borrow up to $3,500 for the year, sophomores up to $4,500, and juniors and seniors up to $5,500. Gilbert Grants. The Gilbert Grant Program is Repayment of principal (and interest, if deferred) made up of funds allotted to Wheaton by the begins six months after the student leaves school, Commonwealth of Massachusetts. Awarded to high- graduates or drops below half-time attendance. need residents of the state, Gilbert Grants usually Repayment requires a minimum monthly payment range from $500 to $2,500. of at least $50 and extends for up to 10 years. Massachusetts No-Interest Loan. The Massachusetts Students who wish to apply for the Unsubsidized No-Interest Loan (NIL) Program offers a zero inter- Stafford Loan must complete the Free Application for est, long-term student loan to financially needy Federal Student Aid. Massachusetts residents. Wheaton will award loans to eligible students ranging between $1,000 and Federal Work Study. This is a campus employment program in which the federal government pays a $4,000. A promissory note is signed by the student portion of the student’s wage. It is intended to assist on campus. Financial Aid 47

Special Considerations. Federal and state programs the Balfour Scholar award enables Wheaton to are subject to annual approval. Programs or funding recognize entering freshmen who have demon- levels may be subject to change based on federal or strated outstanding academic ability, unusual state budgetary constraints. talents and potential for leadership. Each Balfour Scholar receives a $12,500 scholarship in addition Wheaton Grants to a one-time $4,000 stipend to support research, The college funds these need-based student grants career-development or community service op- with income from operating revenue, endowed portunities in the summer of either their sophomore funds and annual gifts from alumnae/i, parents and or junior year. Balfour Scholars represent the most friends. Awards range from $2,000 to $32,000 outstanding students in the applicant pool. and need not be repaid. Because of the college’s Trustee Scholars.Trustee Scholars are recognized commitment to meeting the needs of first-year and for their superior academic achievement and returning students, the availability of Wheaton grant demonstrated extracurricular commitment. As a aid is limited for new transfer students. Trustee Scholar, each student receives a $10,000 Student Employment scholarship in addition to a one-time $4,000 The Office of Student Financial Services coordinates stipend to support research, career-development or the on-campus student employment program. In or- community service opportunities in the summer of der to work on campus, students must demonstrate either their sophomore or junior year. that they are eligible to work in the United States. In Community Scholars. The Community Scholars addition, student employees must complete required program recognizes students who demonstrate payroll and work authorization forms. Students are both strong academic performance and an ongoing not eligible to work or be paid until all required commitment to community service and/or leader- paperwork has been completed. The SFS staff is ship. Community Scholars each receive a $7,500 available to help students with these forms. scholarship and a one-time $3,000 stipend to Priority for campus jobs is given to students who support community service, internships or research have been awarded Federal Work-Study funding as opportunities in the summer of either their sopho- a part of their need-based aid package. The college more or junior year at Wheaton. does not guarantee the availability of on-campus Regional Scholars. The Regional Scholars program employment for all students. The college may limit recognizes students who demonstrate both strong the hours or earnings of students to comply with academic performance and come from a region federal regulations and to make employment more outside New England. Regional Scholars each re- widely available to the student population. For more ceive a $7,500 scholarship and a one-time $3,000 information on student employment policies and stipend to support community service, internships procedures, visit www.wheatoncollege.edu/Admin/ or research opportunities in the summer of either SFS/SEO. their sophomore or junior year at Wheaton. Each of these scholarship awards is renewable Wheaton Scholarships annually upon the achievement of at least a 3.0 There are no separate applications required for merit GPA. scholarship consideration at Wheaton. Students Merit scholarships may be used only during are selected from the pool of first-time freshman terms of enrollment at Wheaton or on Wheaton- applicants at the time of admission to the college. If affiliated programs. Merit scholarship funds may a financial aid applicant is a merit scholarship recipi- not be used for non-affiliated programs (abroad or ent, it will reduce his/her eligibility for need-based domestic). For a current list of Wheaton-affiliated financial aid. programs abroad, contact the Center for Global 2007-2008 Merit Scholarship Program Education. For a current list of Wheaton-affili- Balfour Scholars. Established in 1983 with a gift ated programs in the United States, contact the from the Lloyd G. and Mildred Balfour Foundation, Academic Advising Office. 48 Financial Aid

Private Outside Scholarships guidance offices and college financial aid offices. Outside sources of funding can significantly reduce The FAFSA is also available on the Internet at www. a student’s debt burden and work commitment fafsa.ed.gov. Students and their parents should over the years. For those reasons, we encourage complete and return the form to the processor students to investigate as many alternative funding as soon as possible after January 1 every year. sources as possible. If Wheaton has not been able Although the form asks for specific information from to meet the full amount of a student’s need-based student and parent tax returns, applicants should financial aid eligibility, outside scholarships may not wait to complete tax returns for the current be used first to replace any unmet eligibility. If the year before submitting the FAFSA. Complete the scholarship amount exceeds the amount of unmet aid forms in early January using the best possible eligibility, we will reduce the “self-help” portion of estimates of family income; corrections can be the package (work-study and/or student loan). Only submitted later. Wheaton’s federal code number for when all self-help has been eliminated will we have the FAFSA is 002227. to reduce the grant portion of the package. CSS/PROFILE application. Wheaton uses the Students and families should research private information from PROFILE to determine eligibility for scholarships through as many means as possible. The institutional and campus-based federal funding. The best sources are within the student’s local commu- PROFILE is only available on the Internet at www. nity and high school. Students may use the Web to collegeboard.org, and processing takes only 48 research a myriad of scholarship possibilities. hours. A small fee is charged for processing; some students may qualify for a fee waiver. CSS will send Applying for Aid each student an individualized application based Admission and financial aid decisions at Wheaton on the registration information provided. Wheaton’s are made independently of one another. Once a institutional code number for PROFILE is 3963. student is admitted to the college, aid is awarded Applicants with questions about the PROFILE service based on a combined assessment of financial should call the Office of Student Financial Services eligibility and the overall strength of the candi- at 508-286-8232. date. We urge all prospective students concerned Student and parent tax returns. Wheaton also re- about meeting college costs to apply for financial quires students and their parent(s) to submit copies assistance when applying for admission. We also of their federal income tax returns. Individuals who encourage students and their families to investigate are using estimates on FAFSA and PROFILE because all forms of financial aid that may be available they have not yet completed the appropriate year’s outside the college (for example, community-based tax return must submit the most recent year’s tax scholarships). return by the published deadline. Applicants should Students applying for financial assistance must include all pages, schedules and W-2 forms. Once complete both the CSS PROFILE and the FAFSA. a current year tax form has been filed, a complete The Wheaton CSS code number is 3963 and the copy must be forwarded to the college. Students Wheaton FAFSA code number is 002227. For and parents who have not and will not be filing a more information, please call the Office of Student federal tax return must send a letter stating this and Financial Services at 508-286-8232. Please note listing all sources of income for the year. Returning that need-based financial aid is available to U.S. students must send copies of their family’s federal citizens and U.S. permanent residents; a limited tax return to the College Board’s iDOC (document amount of need-based financial aid is awarded an- imaging) service. Details on the process may be nually to non-U.S. citizens. found on the SFS Website. Required documents for financial aid Noncustodial Parent’s Statement. If a student’s The Free Application for Federal Student Aid (FAFSA). natural parents are separated, divorced or never The FAFSA is used to determine eligibility for federal married, the parent with whom the student does and state funding and is required of all financial aid not live (the noncustodial parent) must complete a applicants. The FAFSA is available from high school Noncustodial Parent’s Statement. When the student Financial Aid 49 completes the CSS PROFILE online, they will be an increase in a parent’s salary, for example, would given instructions to forward to their noncusto- decrease the student’s need, and, correspondingly, dial parent for the online Noncustodial Parent’s his or her financial aid package. Likewise, the loss Statement. If the noncustodial parent cannot access of a parent’s job or a sibling entering college has the online form, please contact SFS. the potential to increase the overall aid award. Business/Farm Supplement. Student or parent(s) Academic Standing and Satisfactory who own a business or farm must submit a Progress Business/Farm Supplement to Wheaton. This form Continued receipt of federal financial aid depends will be sent to the student with the PROFILE ap- on your meeting the following academic progress plication. Applicants who do not receive this form standards. Some of Wheaton’s satisfactory aca- may request one directly from the Office of Student demic progress standards are the same as the aca- Financial Services. Applicants return this form demic standing standards that the college applies directly to Wheaton when completed; returning stu- to all students; others may be more stringent in dents will submit the form with their iDOC packet. order to comply with federal regulations governing If the business files a corporate or partnership tax student eligibility for funding. The Office of Student return, Wheaton requires a copy of the business tax Financial Services reviews student records for return along with the Business/Farm supplement. satisfactory academic progress at the end of each Aid Deadlines academic year. Students must meet the following standards for progress to be met. Admission Submit Submit all other Plan FAFSA/PROFILE documentation by Quantitative Standard. Wheaton does not have an explicit maximum time frame in which all students Early Decision I Nov. 1* Nov. 1 must complete their degree program. The college Early Decision II Jan. 15 Jan. 15 does monitor earned credits, and reclassifies stu- Regular Decision Jan. 15 Feb. 1 dents who fall more than two courses behind their Freshmen grade level to the next class year. Students who fall Regular Decision, April 1 April 15 more than two courses behind may also be subject Transfer Candidates to other institutional actions, such as suspension or Returning March 1/April 1 April 20 dismissal. Course deficiencies are reviewed by the Students Committee on Admission and Academic Standing * ED I candidates cannot submit the FAFSA by Nov. 1. Wheaton will send an estimated award based on the CSS after grades are posted each term. PROFILE, tax returns and supplements. In order to finalize The Office of Student Financial Services utilizes the financial aid award, ED candidates must file the FAFSA the federal maximum time frame of 150% of between Jan. 1 and April 1 and submit current year tax returns by May 1. program length as the enrollment maximum for students to maintain eligibility for federal funding. It is critical that applicants complete their applica- For the four year bachelor’s degree this is equal tions on time. We cannot ensure that funding will be to six years of full time enrollment. The maximum available for late applicants. Late applicants may be time frame for part time students is also equivalent placed on a financial aid waitlist. to 150% of the time to completion based on their Financial Aid in Continuing Years enrollment level. See the table below: Financial aid is awarded for one year at a time; stu- Status Normal Completion Max. Completion dents must reapply to be considered in subsequent Full Time 4 Acad. Years 6 Acad. Years years. As during the first year, eligibility for aid is Three-Qrtr Time 5.5 Acad. Years 8 Acad. Years Half-Time 8 Acad. Years  Acad. Years based both on the family’s financial circumstances and the student’s academic performance. While First year students who do not earn at least the college strives to minimize fluctuations in a stu- 70% of attempted credits are placed on probation dent’s award from year to year, some changes will for federal aid. Students who have not earned 70% be inevitable. A sibling’s graduation from college or of attempted credits by the end of their second year 50 Financial Aid

are ineligible for further federal financial aid until federal Stafford Loan. A current list of Wheaton-affili- they have earned enough credits to bring them up ated programs in the United States may be obtained to the 70% requirement. from the Academic Advising Center. Please note that enrollment at less than full- Non-affiliated Programs Abroad. Students may peti- time status requires the approval of the Committee tion for approval to attend non-affiliated programs on Admission and Academic Standing. abroad. If the student’s program is approved, s/he Qualitative Standard. Wheaton’s satisfactory aca- may apply for need-based financial aid based on demic progress policy requires that students must the program cost (not to exceed Wheaton’s cost). meet the 2.0 cumulative GPA required for gradua- Institutional need-based grant aid for non-affiliated tion by the end of their second year. Until that time, programs is limited. In years when the demand a minimum GPA of 1.67 must be maintained. If the for financial support for non-affiliated programs student’s GPA does not meet these standards, s/he exceeds available dollars, the college may reduce will lose eligibility for federal financial aid funding. awards, or may limit support to one semester. Merit scholarships may not be used on non-affiliated Study Away programs abroad. Wheaton-affiliated Programs Abroad.Students Non-affiliated Programs in the United States participating in Wheaton-affiliated programs abroad (Domestic). Although remaining eligible for federal pay tuition, room and board charges directly to and state aid, students attending approved, but Wheaton, and may use their financial aid award non-affiliated programs in the United States are not and merit scholarships to fund these programs. The eligible for institutional funding (need-based grant only portion of a student’s award that is not avail- or merit scholarship) or work awards. This includes able for use in a Wheaton-affiliated program abroad the 12X and American University (Washington is the work award; Wheaton does not replace Semester) programs. these funds unless a student has eligibility for an Exceptions to this policy are for the programs increased federal Stafford Loan. Wheaton’s Center at the National Theatre Institute and the Mystic for Global Education has significantly expanded the Maritime Program, for which a student may number of Wheaton’s program affiliations; qualified apply for need-based grant funding only. Merit Wheaton students may now enroll in a Wheaton Scholarships may not be used for NTI or Mystic. program abroad in many countries around the Eligible Terms. Wheaton funding (merit and need- world. Additional program affiliations are consid- based) is available only for programs during the ered each year, in response to student and faculty fall and spring semesters. Students interested in interest. Program affiliations are also periodically participating in short term programs (summer or reviewed and may be discontinued. To obtain a winter) may contact Student Financial Services to current list of Wheaton-affiliated programs abroad, determine if they have any remaining federal or contact the Center for Global Education directly or state eligibility for use on these programs. visit www.wheatoncollege.edu/global. Annual Review. Study away policies are reviewed Wheaton-affiliated Programs in the United States yearly and are subject to change. (Domestic). Wheaton maintains affiliations with a very limited number of specialty programs located Beyond Financial Aid in the United States. Students participating in Though not all students qualify for financial aid, Wheaton-affiliated programs in the United States Wheaton offers a variety of programs to every family pay tuition, room and board charges directly to working to finance a college education. Alone or in Wheaton, and may use their financial aid award and tandem with other financing options, these programs merit scholarships to fund these programs. The only can help aided families meet their contribution as portion of a student’s award that is not available for well as assist all families with financing college use in a domestic Wheaton-affiliated program is the costs. Programs may change from year to year; the work award; Wheaton does not replace these funds staff in Student Financial Services would be glad to unless a student has eligibility for an increased provide you with current program information. 51 Costs

Wheaton tuition and fees represent approximately charges, however, for medicines dispensed by the two-thirds of the annual cost of a Wheaton educa- health center, for laboratory work and for some tion. The difference between costs and tuition fees clinical services. is met by income earned on endowed funds and Student Health Insurance. All college students gifts to the Wheaton Annual Fund. in Massachusetts are required to be covered by health insurance and to indicate that they Tuition and Fees have coverage equivalent to or in excess of that Annual Fees for 2007–2008. The tuition fee for both provided by the Wheaton College Student Health resident and non-resident students is $36,430. Insurance Plan. This plan is available through the The student activities fee is $260 for all students. Office of Student Financial Services. Students The residence fee is $4,560 for room. Board are automatically enrolled in the plan unless a charges are $4,080. Laundry fee is $75. All waiver is requested and approved. In accordance resident students are also charged a $120 network with Massachusetts state law, students who are access fee. granted a waiver must be enrolled in a health General Fee. All new students will be charged a insurance plan that satisfies state regulations. general fee of $50, which is used to defray the All students are sent a brochure describing the cost of common area damage to dorms and other Wheaton College Student Health Insurance Plan, buildings. This is a one-time fee that is charged in the process for requesting a waiver, and the state the first semester of enrollment. requirements for student health insurance. Study Abroad Administrative Fee. Students partici- The plan offered by Wheaton provides twelve- pating in a Non-Wheaton Approved Program will be month coverage for areas including preventive charged a $500 administrative fee per academic health care, accidents, illness, hospitalization, year of study abroad to support the Center for emotional disorders, alcoholism and sports Global Education in providing services to students. injuries. Further details on the health plan can Students participating in a short-term study abroad be obtained through the director of student program (January or Summer) will be charged a health services or the Office of Student Financial $250 administrative fee. This fee will be applied Services. to the Wheaton College student bill during regular The college requires international students, billing cycles. or U. S. students living abroad who do not have Special Fees and Expenses coverage by a domestic carrier, to enroll in the • Music performance fees are $450 per semester Wheaton College Student Health Insurance Plan. for non-majors taking performance courses for Optional Accident Insurance Plan. Wheaton also academic credit. Non-credit lessons are $300 offers an optional accident insurance plan for any per semester for 30-minute lessons; $600 per student who waives the Wheaton Student Health semester for 60-minute lessons. Plan. The purpose of the accident plan is to provide • The transcript fee is $2 for each copy. low-cost secondary insurance coverage, particular- • Automobile registration is $50 per year. ly for varsity athletes (under the accident sections Special fees are set each year and are subject to of both policies, varsity athletes are covered 100 change. percent, subject to the policy limitations). The cost of the optional accident insurance (for 2007-2008) Health Services Fees. There are no charges for visits to the professional staff of the Norton is $151. The details of the plan are mailed with the Medical Center during clinic hours. There are small billing information packet each June.

51 52 Costs

Other Expenses. It is estimated that approximately Program Credit Cost Conditions Audit cost $2,000 will cover a student’s general expenses for Part-time $4,554 Per course; may $100 per non-degree not live in campus course such items as books, supplies, clothing, recreation, (special) student housing laundry and transportation during the academic Part-time $4,554 Per course; approval degree student by petition to CAAS year. This estimate is based on a modest standard and SFS only; may not of living and may vary from student to student live in campus housing depending on individual needs and expectations. Visiting full-time Apply through Admission student tuition Office, full-time status, Fines. There are various fines administered by dif- approved for campus ferent offices of the college. These include library housing Alumnae/i Audit $50 per fines, fines for violation of the alcohol policy, fire course safety violation fines and fines for damage to col- Norton Resident $150 Per course for $15 per four courses (no course lege property. Students who violate college policies more than one course per semester will be subject to disciplinary action, which may for four semesters) also include a substantial fine. Questions should be directed to the Office of the Dean of Students or Fees May Change the office issuing the fine. Failure to pay fines may In the face of rising costs affecting all facets of result in the withholding of grades or transcripts or higher education, tuition and fee increases have prevent registration. been necessary each year for the past decade. Tuition Policy for Degree Students. Tuition charges As such increases may continue to be necessary, for degree students are not based on credit hours parents and students are advised that the Board for courses. While the normal course load is four of Trustees may change the fee schedule from courses per semester, some students are approved one academic year to the next, and make changes by the Committee on Admissions and Academic required by law during the academic year. Standing to take additional courses; extenuating Payments circumstances may justify an occasional request Schedule of Payments. Statements including tuition, for a reduced course load. Students living on cam- room, board, activities fee, health insurance, phone pus are required to pay full tuition regardless of the and network fee, and general fee are mailed in July number of courses they take in a given semester. and December. The payment due date is August 1 Students who are within two credits of complet- for the fall semester and January 1 for the spring ing the requirements for graduation and who do semester. Other fees and miscellaneous charges not live on campus may request a prorated tuition will be billed as incurred through the monthly billing charge; if a student chooses to reside on campus, process. Miscellaneous charges are due on the full tuition will be charged but no restrictions will first of the month following the billing statement. be placed on the number of courses she or he may Checks should be made payable to Wheaton take. College, include the student name and identifica- Students should be aware that requesting a tion number, and be mailed as instructed. reduced course load could affect the financial To avoid late-payment fees, students should aid they are receiving in the current or future provide the college with an accurate and up-to- semesters. We recommend that any financially date billing address and complete payment by the aided student petitioning for a reduced course load published deadline. Please allow sufficient time meet with a Student Financial Services counselor to mail in payment, particularly if you experience to review the impact on their aid eligibility. difficulty with the postal service in your area. Late- Tuition Special Programs for 2007-2008 payment fees will be assessed at the rate of $50 All part-time non-degree (special) students are per month. required to pay for all classes at the time of Payment Policy. Full payment and/or acceptable registration. documentation that demonstrates the balance will be fully paid must be received prior to the Costs 53

published deadline. Payment must be made in U.S. Interest Free Monthly Payment Option. Education dollars and checks must be drawn on U.S. banks. expenses can be easier to pay when spread over Acceptable documentation includes enrollment predictable, interest-free monthly payments. Our in the Interest-Free Monthly Payment Option, a copy Interest-Free Monthly Payment Option, offered in of an award letter for an outside scholarship or a partnership with Tuition Management Systems, copy of a billing authorization or sponsorship letter. Inc.,(r) is an alternative to large annual or semester Please note, loans based on the creditworthi- payments and helps limit borrowing. The Interest- ness of the borrower may not be deducted without Free Monthly Payment Option(r) is available for an approval from the lender. A copy of an approval enrollment fee of $65, which includes: convenient, notice with disbursement dates will be accepted as interest-free, monthly payments; life insurance cov- documentation for this type of loan. erage for your payment balance; 24-hour, toll-free Late payment. Late payment fees will be assessed automated account information through Family at the rate of $50 per month. Students who reside InfoLine and personal account service Monday in campus housing may not be permitted to move through Saturday. into their campus residences until their accounts are Families and students may also take advantage settled with the Student Financial Services Office. of Tuition Management System’s free education Wheaton College policy states that any student payment counseling service, BorrowSmart(r). This with a balance greater than $2,000 and 60 days service helps families and students make informed past due may not be permitted to enroll. In addition, choices about combining the Interest-Free Monthly college policy requires the withholding of all credits, Payment Option with low-interest educational educational services, issuance of transcripts and loans. Using BorrowSmart(r) helps you determine certifications of academic records from any person the loan amount you need, keeping your monthly whose financial obligations to the college (including payments within your budget and helping reduce delinquent accounts, deferred balances and liability debt burden after graduation. For more information for damage) are overdue and/or unpaid. If any or to enroll in the Interest-Free Monthly Payment overdue obligation is referred either to the college Option, call 1-800-722-4867 and speak with an collection department or to an outside agency or education payment counselor. attorney for collection efforts and/or legal suit, the Financial Leave Policy and Registration Hold debt is increased to cover all reasonable costs of Any student whose past-due account balance collection, including collection agency and attorney is $2,000 or more will have a registration hold fees and court cost. Accounts referred for collection placed on his or her student record. This action may also be reported to a national credit bureau. will prevent the student from participating in the By registering for any class in the college, a student registration process for the following term until the accepts and agrees to be bound by the foregoing past-due account is paid in full. If the balance is college policy as applied to any preexisting or future not paid by the end of the term, the student will obligation to the college. be placed on financial leave of absence for the Late payments by bank or cashier’s check. The following term. college reserves the right to require that a late payment be made in the form of bank or cashier’s Diploma and Official Transcript Holds check, payable to Wheaton College. This may be Any student who has a past-due account balance requested in cases where the student is seeking will have a financial hold placed on his/her official immediate clearance of a past due balance for transcript and diploma. Once the balance is paid in such purposes as participation in registration, room full, the official record can be released. lottery or release of an official transcript or diploma. Room Lottery Hold A certified or bank check may also be requested if Any student who has a past-due account balance there is an account history of payments returned for will have a financial hold placed on his/her partici- insufficient funds. pation in the room selection process (lottery). Once 54 Costs

the past-due balance is paid in full, the student 20% if notice is received by the end of the 5th can select from the remaining rooms. week of classes. Fall 2007–September 28, 2007 Refund Policy Spring 2008–February 22, 2008 Students must notify the Office of the Registrar in writing that they are leaving Wheaton in order Room and Board Per Semester. There will be no to be eligible for a refund. The date the written refund of the room charge once classes begin each notice is received by the Office of the Registrar is semester. used as the official date of withdrawal. The refund Seventy-five percent of the board charge will policy does not apply to students asked to leave be refunded on a pro-rata basis determined by the the college involuntarily during an academic term. date the written notice is received by the Office of Students on involuntary leave or dismissal are the Registrar. eligible for a prorated board charge only, based on Tuition Refund Insurance. Since Wheaton’s refund the last date of enrollment. policy provides only limited refunds for tuition, Eligible students who leave during their first board and fees (and only for withdrawal for semester at the college will have their charges non-academic and non-disciplinary reasons), prorated based on the number of weeks of it is recommended that consideration be given attendance, until the tenth week. Students who to purchasing Tuition Refund Insurance. Tuition complete at least ten weeks, but do not complete Refund Insurance minimizes the financial loss the full first semester, will not be eligible for a in the event that your son/daughter is unable to refund. complete the academic term. To enroll, the cost of All other eligible students will have their this plan ($251) should be included in your Aug. 1, charges refunded as follows: 2007 payment along with the signed Tuition Refund Insurance card, available from the Office of Student Tuition Refund Per Semester Financial Services. 100% if notice is received prior to the start of the term. Local Telephone and Internet Service Per Semester. The local telephone and Internet service charge will Fall 2007–August 29, 2007 be refunded on a pro-rata basis determined by the Spring 2008–January 23, 2008 date the written notice is received by the Office of 80% if notice is received by the end of the 2nd the Registrar. week of classes. Credit Balances. Wheaton College will maintain Fall 2007–September 7, 2007 and apply credit balances for continuing students Spring 2008–February 3, 2008 to future charges. You may request a refund of a 60% if notice is received by the end of the 3rd credit balance by submitting a written request to week of classes. Student Financial Services. Fall 2007–September 14, 2007 To request a refund, you must complete a Refund Request form, a printable copy of which Spring 2008–February 8, 2008 is available at www.wheatoncollege.edu/Admin/ 40% if notice is received by the end of the 4th SFS/Forms and forward it to the Office of Student week of classes. Financial Services. Please allow 7–10 business Fall 2007–September 21, 2007 days for a response. Spring 2008–February 15, 2008 Costs 55 56 Courses of Instruction

This section of the catalog outlines, by department, Academic Planning the requirements for all major and minor concen- Students planning a program of study or concentra- trations at the college and provides descriptions tion are urged to review requirements and course of the courses offered by each department at the descriptions before meeting with their advisors. Not time of publication. It also provides information all courses listed here are taught every year, and about dual-degree programs offered by the college students should consult the sources identified above in conjunction with other institutions. for current information about offerings in a particular While information in the catalog and in these semester. Courses are numbered to indicate levels schedules is intended to be accurate at the time of advancement as follows: 100-199, elementary or of publication, the college reserves the right to introductory; 200-299, intermediate; 300 and above, make changes in courses, course scheduling and advanced. Information is available on-line through instructors as necessary. Up-to-date information WINDOW (at https://window.wheatoncollege.edu) regarding departmental requirements for major about prerequisites that must be completed before and minor programs may always be obtained from enrolling in a course and whether the course fulfills major advisors or from the Office of the Registrar. a breadth requirement of the Wheaton Curriculum Current information about degree requirements or a general education requirement. Most courses and courses is available in the on-line version of are offered for one course credit; a course credit at the catalog, available at: http://www.wheatoncol- Wheaton is the equivalent of four semester hours. lege.edu/Catalog/. African, African American, Diaspora Studies 57

Area A: Art History and Music African, Arth 212 African Visual Cultures African American, Arth 312 Contemporary African Art Arth 263 African American Art Diaspora Studies Musc 212 World Music: Africa and the Americas* Coordinator: Peony Fhagen-Smith Musc 272 African American Originals I: Spirituals, Faculty: Matthew Allen, Marcus Allen, Bezis-Selfa, Blues and All That Jazz Buck, Cathcart, Christian, Danehy, Evans, Freeman, Musc 273 African American Originals II: Rhythm Huiskamp, Kerner, Krebs, Miller, Relihan, Searles, and Blues, Rock and Contemporary Jazz Sears, Standing, Stenger, Walsh, Williams Area B: Anthropology, Psychology and Sociology As a field of inquiry, African, African American, dias- Anth 225 Peoples and Cultures of Africa* pora studies examines the experiences of people of Anth 255 Women in Africa* African descent in the United States, Africa and the Psy 251 Multicultural Psychology Caribbean, as well as in Latin America, Europe and Soc 230 Race and Ethnicity Asia. The program allows students and faculty to Wmst 315 Black Feminist Theory explore the range of interrelated cultures, histories, art and intellectual contributions of Africans and Area C: Economics and Political Science people of African descent throughout the diaspora. Econ 222 Economics of Race and Racism The faculty also views participation in co-curricular Econ 252 Urban Economics activities (student and faculty colloquia, guest lec- Econ 305 International Finance tures, campus projects) as vital to the development Econ 306 International Trade of students as responsible citizens of the college Pols 201 Contemporary Urban Politics community and the world. The interdisciplinary pro- Pols 203 African Politics* gram in African, African American, diaspora studies is an essential component of the college’s mission Pols 271 African American Politics to enable students to understand and participate Pols 327 Black Political Thought in shaping the multicultural, interdependent world Area D: Literature, Film and Language of which they are a part. It encourages students Clas 130 Egypt in the Greco-Roman World to complement classroom learning with study, Eng 209 African American Literature and Culture research and internship opportunities abroad and in Eng 235 Empire, Race and the Victorians the United States. Eng 244 Contemporary Caribbean Literature in Major English The major in African, African American, Diaspora Eng 245 African Literature* Studies consists of 10 courses. At least one course Eng 257 Race and Racism in U.S. Cinema from the five areas listed below must be taken, Eng 347 Contemporary African American Fiction along with two courses that focus on the conti- Fr 235 Introduction to Modern French Literature nent of Africa which are marked with an asterisk Fr 331 Other Voices, Other Stories: Great Works by below. Afds 103, or Introduction to African, African Women from France and the Francophone World American, Diaspora Studies, serves as the introduc- tory course to the major and is a required course for Area E: History the major that is offered in the fall semester. Three Hist 143 Africans on Africa: A Survey* 300 level courses must be taken, one of which can Hist 201 American Colonial History be a capstone course or project. The final require- Hist 209 African American History to 1877 ment is to complete a capstone project. Capstone Hist 210 African American History: 1877 to the projects may involve study abroad and/or indepen- Present dent study work. Please speak with the coordinator Hist 213 The History of the Civil Rights Movement to discuss possible capstone projects. Hist 337 Power and Protest in the United States Hist 339 Slavery in the Americas

*Courses that focus on the continent of Africa. 58 Ancient Studies

Minor History The minor in African, African American, Diaspora At least four courses are required: Studies consists of five courses. Afds 103 Hist 331 Social and Intellectual History of the (“Introduction to African, African American, Diaspora United States to the Civil War Studies,”) is required, along with one course that Hist 332 Social and Intellectual History of the focuses on the continent of Africa. The remaining United States since 1876 three courses may be taken from any of the five And two from the following: areas listed in the major requirements. Hist 201 American Colonial History Courses Hist 202 America: The New Nation, 1776–1836 Hist 203 America: The Nation Divided, 1836–1876 103. Introduction to African, African American, Diaspora Studies Hist 204 Industry and Empire: The United States, This is a team-taught course that introduces 1876–1914 students to the study of Africa and its diaspora in the Hist 205 America between the Wars: 1914–1945 Americas and the West Indies, as well as Europe. Hist 206 Modern America: 1945 to the Present The course takes a multimedia, interdisciplinary Hist 209 African American History to 1877 approach to a range of historical, literary, artistic, religious, economic and political questions crucial to Hist 210 African American History: 1877 to the the understanding of the experiences of people of Present African descent. Using maps, films, the visual arts, Hist 220 The Making of Latino America music, important historical texts and a novel, the Hist 232 Women in North America to 1790 course will focus on four major themes: 1) migration Hist 233 U.S. Women, 1790–1890 and the middle passage; 2) slavery and resistance; Hist 234 U.S. Women since 1890 3) segregation, colonialism and freedom move- Hist 338 U.S. Labor History ments; and 4) the arts and black consciousness. or any other course in American history. One additional course chosen from any of the above groups or from a related field is required. At American Studies least one related course from another discipline. Seminar Coordinators: Alexander Bloom, Samuel Coale An appropriate seminar (depending upon the Faculty: Bezis-Selfa, Bloom, Coale, Tomasek individual focus of the major) is required for seniors. Major Eng 401 Seminars A major in American studies is offered jointly by the Hist 401 Seminars English and History departments. The major consists Hist 050 Senior Colloquium in American Studies of 11.5 courses in history, English, religion, art and art history, philosophy and related fields. English At least four courses are required: Ancient Studies Eng 253 American Literature to 1865 Coordinator: Joel C. Relihan Eng 255 Cultural Diversity in American Literature: From the Civil War to the 1940s The classics and religion departments sponsor an And two from the following: interdepartmental major in ancient studies. Eng 256 The Discourses of Cultural Diversity in U.S. Major Fiction Majors in ancient studies choose one of three Eng 260 American Voices in Lyric Combat tracks: Hebrew, Greco-Roman and New Testament. Eng 341 Public Poetry, Private Poetry Students are required to study at least one ancient Eng 343 Fiction of the Modern language (Hebrew, Greek, Latin) and to be able to Eng 376 Literary and Cultural Theory apply that language in a required two-semester or any other course in American literature. independent research project. In preparation for this independent research project, each track Anthropology 59

requires students to take two language courses Rel 316 Islam: Faith and Practice at the 200 level, and six courses relevant to the Rel 322 Judaism: Faith and Practice ancient world, choosing courses from those offered Arth 273 Greek Art and Architecture in the departments of classics, religion, art and art history and philosophy. Students should complete Arth 274 Roman Art and Architecture the minimum language requirement by the end of Phil 203 Ancient Philosophy the junior year. A minimum of two courses must be at the 300 level. All majors must complete a senior independent project (two semesters).

Hebrew track (for students who enter with a knowl- Anthropology edge of Hebrew) 10 courses total Chair: Bruce Owens Rel 109 Introduction to the Hebrew Bible Faculty: Kerner, Torres and Rel 209 Hebrew Bible Studies The anthropology major provides students with an Two courses in Classics at or above the 200 level understanding of human social behavior, social Two additional approved elective courses systems and cultures within a dynamic global con- Two courses at the 300 level text. It examines the social and cultural forces that Two-semester senior independent project operate within Asia, Africa, Latin America, Europe and the Pacific, as well as in American society. Greco-Roman track 10 courses total Two courses in either Greek or Latin at or beyond Major the 200 level The major in anthropology consists of 10 courses Two appropriate courses in religion that must include: Two additional approved elective courses Four core courses Two courses at the 300 level Anth 102 Introduction to Cultural Anthropology Two-semester senior independent project Anth 280 Research Methods New Testament track 10 courses total Anth 301 Seminar in Anthropological Theory Rel 110 Literature of the New Testament Anth 401 Senior Seminar and Rel 210 Jesus and the Gospels Six electives that must include: One course in classics at or above the 200 level At least one world culture area course from the Either Rel 109 Introduction to the Hebrew Bible or following list: Rel 209 Hebrew Bible Studies Anth 225 Peoples and Cultures of Africa One other appropriate course in religion Anth 235 Peoples and Cultures of Latin America One additional approved elective course Anth 245 Indigenous Movements of Latin America Two courses at the 300 level Two-semester senior independent project Anth 255 Women in Africa Anth 285 Peoples and Cultures of the Pacific Approved elective courses Any course in the Classics Department at or above Anth 295 Peoples and Cultures of South Asia the 200 level. Anth 298 Peoples and Cultures of the Himalaya Approved courses in the Religion Department are and one 300-level elective those that feature any of the cultures of the ancient Anth 306 Infancy across Cultures Mediterranean, including: Anth 333 Economic Anthropology Rel 109 Introduction to the Hebrew Bible Rel 110 Literature of the New Testament Anth 340 Seminar on Religion in Anthropological Perspective Rel 204 Scripture in Judaism, Christianity and Islam Anth 350 Gender and Social Organization Rel 209 Hebrew Bible Studies Anth 357 Indigenous Religions Rel 210 Jesus and the Gospels Anth 101 is highly recommended. Majors who have Rel 310 New Testament: Acts and Letters taken a first year seminar with a member of the 60 Anthropology

Anthropology Department faculty may petition to 225. Peoples and Cultures of Africa count the FYS toward credit for the major. This course takes a topical/historical approach to the study of sub-Saharan African societies. The Minor diversity of unique African cultural features (in The minor in Anthropology consists of either Anth kinship, economy, politics and ritual) will be consid- 101 or Anth 102, at least one 300-level course ered against the backdrop of historical interactions and at least one, but not more than two, world with Europe, the Americas, the Middle East and culture area courses for a total of five courses in Asia from the precolonial period to the present. anthropology. Topics covered include: lineages and stateless societies, chiefdoms and long-distance trade, Courses slavery, colonialism and underdevelopment, social movements and resistance, cosmology, warfare 101. Human Evolution Discoveries related to human and cultural evolu- and stratification by ethnicity and gender. tion are constantly changing our view of where (Donna O. Kerner) we came from and how we got to be the way we Connections: Conx 23001 African Worlds are. This course considers the latest findings and 226. Anthropology of Art controversies concerning evolutionary theory, our This course considers art as diverse as Maori relationship to apes, our sexuality, bipedalism and canoe prows, Warhol’s Pop, aboriginal sand capacity for language, the relevance of “race,” our drawings, gang graffiti, Tibetan tangkas, children’s links to Neanderthals, the development of what we finger painting and Mapplethorpe’s photographs call civilization and other topics. from an anthropological perspective, asking: Why (Bruce Owens) do humans make art? How and why does art affect 102. Introduction to Cultural Anthropology us and those of other cultures? What are the rela- This course explores cultural diversity in the con- tionships between art, artists and society? Artists temporary world and introduces the analytical and are encouraged to participate. methodological tools that anthropologists use to (Bruce Owens) understand cultural similarities and differences in 230. Language and Culture a global context. This course will acquaint students Linguistic anthropology is concerned with the many with the extraordinary range of human possibility ways that language and communication make us that anthropologists have come to know, provide a what we are as human beings and affect our daily means of better understanding the culturally unfa- social and cultural lives. Topics covered include: miliar and offer a new perspective through which evolution of language; how language and culture to examine the cultures that they call their own. affect the way we know the world; language ac- (Donna O. Kerner, Bruce Owens, M. Gabriela quisition; language and communicative behaviors Torres) associated with social classes, races and genders. Connections: Conx 20023 Global Music (Department) 210. Feast or Famine: The Ecology and Politics of 235. Peoples and Cultures of Latin America Food This course examines the historical traditions and This course concerns how food is produced, cultural diversity of the Latin American region. distributed and consumed. Topics covered include: Particular attention is given to the creation and how culture shapes taste, cuisine, nutrition and expression of regional “popular” cultures by food production systems, as well as the ecological, considering: ethnicity, gender, social stratification, economic and political factors that cause famine mass media, religious change,”peasant” societies and food shortage. Films, case studies, guest and social movements. We discuss these topics speakers, action/service fieldwork and modeling in a wider sociopolitical context of colonialism, exercises provide opportunities to think creatively nation-state formation, rural-urban relations and about policy and action to increase food security influences of globalization. for the most vulnerable at home and abroad. (M. Gabriela Torres) Students are expected to meet the challenge of Connections: Conx 23003 Modern Latin America bringing these issues into a forum for discussion on the Wheaton campus. 240. Urban Anthropology (Donna O. Kerner) The 20th century was characterized by massive urban growth throughout the world. Ethnographic Connections: Conx 23002 Food Anthropology 61

studies serve as a basis for studying the causes, America. The approach is anthropological, entering processes and consequences of urban migration the subject “from the bottom up.” Through the use and urbanization, as well as cross-cultural similari- of life histories, novels and films, we will have the ties and variations in urban ways of life. This course privilege of hearing the voices of Third World women examines how people negotiate urban life as a as they recount their strategies for coping with the particular sociocultural world. We develop an an- difficult circumstances of their daily lives and their thropological view of cities by surveying rural-urban dreams for the future. influences, neighborhoods, ethnicities, subcultures, (Donna O. Kerner) social networks and stratification to understand how 270. Psychological Anthropology social relations are constructed and how cultural Shamanic cures, ecstatic trance, spirit possession, knowledge is distributed in cities, including the dream interpretation, identity negotiation and other metropolitan area. psychological phenomena that pose challenges (Department) for anthropological explanation are examined in 245. Indigenous Movements of Latin America order to better understand the relationship between This course takes a topical/historical approach sociocultural context and individual experience and to contemporary fortunes and challenges facing thought. Case studies from diverse cultural settings native peoples in Latin America. We will consider are bases for exploring contemporary issues and transformations in “native identity” as engaged by topics in this field. nations, economic forces and global interests. We (Bruce Owens) will also explore emergent forms of resistance and 280. Research Methods self-determination by examining ongoing strategies In this seminar students learn how to develop a of leadership, alliance, accommodation, revolt and testable hypothesis, conduct a review of research the uses of multimedia technologies. literature, define an appropriate sample and employ (M. Gabriela Torres) a range of ethnographic methodologies in one or 250. Political Anthropology more research sites. The course culminates in the What is power and what are the many forms where design of a pilot project and proposal. we can see it being exercised? This course will start (Donna O. Kerner) by exploring the evolution of political structures 285. Peoples and Cultures of the Pacific from stateless societies to advanced civilizations. The island cultures of the Pacific respresent a daz- We will analyze some classic anthropological stud- zling array of social, political and economic styles, as ies of local political systems in different parts of the well as a set of puzzling questions as they undergo world and then shift our focus to how changes in rapid social changes in the 21st century. Some of the global economy affect citizens in such areas as the classic debates in anthropological scholarship employment, immigration, health and human rights. will be considered, including: the origins of the (Donna O. Kerner) inhabitants, the reasons for local warfare, ritual 255. Women in Africa cannibalism, institutionalized homosexuality and ex- What contributions have women made to the so- change without money. We will also examine current cieties of Africa prior to colonialism? How and why debates about economic development, migration, did colonialism affect men and women differently? environmental threats, political movements for What are the implications of gender inequality integration and independence, the impact of tourism for economic development in Africa today? These and the Western media, new religious movements, questions are considered from ethnographic, auto- and language revivalism. biographical and fictional accounts. Gender, class (Donna O. Kerner) and cultural identity will be focal points. 295. Peoples and Cultures of South Asia (Donna O. Kerner) Religious and ethnic diversity and conflict, ritual 260. Women and Development performance and festivity, caste, colonialism, cultural Without a consideration of women’s lives in the heritage, nationalism and modern struggles over Third World, our understanding of worldwide sovereignty and development schemes are all problems such as poverty, famine and AIDS is seri- features of South Asia that anthropologists find ously deficient. This course is concerned with the particularly interesting. This course explores the impact of conquest, colonialism and postcolonial extraordinary cultural diversity of this region that dependency on women in Africa, Asia and Latin extends from the Himalayas to Sri Lanka and 62 anthropology

Pakistan to Bhutan in order to better understand in the global economic system and its impact on the differences and commonalities that divide and the rest of the world. unite its peoples. (Department) (Bruce Owens) 340. Seminar on Religion in Anthropological Connections: Conx 20032 Cultural Flows in South Perspective Asia In various places throughout the world, people are 298. Experimental Course: Peoples and Cultures killing themselves and others in the name of “reli- of the Himalaya gion” or “religious beliefs.” Attempts to make sense The Himalayan region provides extraordinary of these and other phenomena (such as trance, opportunities for pursuing fascinating issues that fundamentalism and ecstatic worship) that we call interest anthropologists everywhere, including religious often reveal deep-seated prejudices and the relationship between ecology and culture, unfounded assumptions. This seminar examines the politics of gender, negotiating ethnic identity, how anthropologists have sought to understand religious diversity and interaction, and globaliza- such phenomena from the perspectives of practi- tion. This region is also home to some of the most tioners in order to develop conceptual frameworks widely known fantasies about the ideal society, that facilitate cross-cultural understanding. usually called Shangrila. This course uses intimate, (Bruce Owens) detailed portraits of cultures and societies that the 350. Gender and Social Organization best of anthropology provides in order to examine A unified analysis of gender and kinship is these issues (and fantasies) in Himalayan contexts, considered essential to an understanding of social while at the same time providing a broad overview organization. This course starts from the premise of the enormous diversity to be found in the region that cultural conceptions of gender are not “natu- and the challenges that its inhabitants share. ral” categories. In this course we will consider how (Bruce Owens) marriage, family and household organization both 301. Seminar in Anthropological Theory reflect and structure cultural definitions of gender This seminar provides a selective survey of the and sex-role behavior and the dynamic interaction past one hundred years of anthropological theory, of public and private domains in the production of with a particular focus on the contributions of culture. We will be comparing small-scale societies American, British and French theorists in the to more complex forms (peasant and industrial development of anthropological paradigms that are economies) and we will also consider the differ- now most important in the discipline. These include ences among those societies that organize descent evolutionary, functionalist, historical particularist, bilaterally, matrilineally and patrilineally. Seminar culture and personality, structuralist, symbolic/in- participants are responsible for preparing and terpretive, ecological materialist, Marxist world presenting the readings and conducting two small systems, feminist, poststructuralist, practice, and field-work projects. postmodernist theory receive major attention. (Donna O. Kerner) Readings may include primary theoretical texts, Connections: Conx 23006 Sexuality classic and contemporary ethnographies and 357. Indigenous Religions biographical materials on a number of influential (See Rel 357). anthropologists. (Donna O. Kerner, Bruce Owens) 401. Senior Seminar A semester of directed research in which students 306. Infancy Across Cultures explore topics of their own choice through their (See Psy 306). own original research. Students meet regularly in 333. Economic Anthropology a seminar setting, which provides a framework in The seminar explores capitalism and alterna- which to discuss the many stages of the research tive forms of economic organization, challenging process and offer collaborative support for fel- students to reconceptualize “economy” as a low students pursuing their individual projects. cultural system. Students compare nonmonetized Students will be expected to produce a completed economic relations in different societies and thesis in February as their capstone to the major. interactions between economic cores and periph- (Donna O. Kerner, Bruce Owens, M. Gabriela Torres) eries. This reconceptualization informs a critical 500. Individual Research understanding of the implications for participation Open to majors at the invitation of the department. Art History 63

conservation/preservation, graduate work in art and Arabic architectural history, teaching, law and business. 101, 102. Basic Arabic This is a yearlong beginning course designed for Major students with no previous study of Arabic. Its goal The art history major consists of at least 12 semes- is to provide an introduction to modern standard ter courses including: Arth 101 Great Work I and Arabic within the cultural context of the Arab world. Arth 102 Great Works II or their equivalents, Arth The course develops the fundamental skills: under- 201 and Arth 202, Arth 401 Seminar standing, speaking, reading, writing and cultural Two semester courses in Studio Art: awareness. Four class meetings per week, plus One must be either Two-Dimensional Design work in the language laboratory and media center. Arts 111, Three-Dimensional Design Arts 112 or Note: Arabic 101 and 102 begins in 2007–2008; Drawing I Arts 116. Arabic 201 and 202 will be offered in 2008–2009. The other may be any 100- or 200-level Studio Art course. Any 100-level Studio Art course must be taken before the senior year. Seven additional courses. Art History Majors must take at least one semester course Chair: R. Tripp Evans from each of the following five groups, and two Faculty: Cunard, Fieo, Fleming, Forman, Halpert, semester courses from the non-Western category: Howard, Lane, Mahaffy, McPherson, Miller, Murray, Ancient Art Niederstadt, Sousa, Stone One of the following: The Department of Art and Art History is composed Arth 105 Art in East Asia I of two interdependent major programs, studio art Arth 273 Greek Art and Architecture and art hstory. Students majoring in each of these Arth 274 Roman Art and Architecture programs fulfill coursework in both sides of the Medieval Art department, and some declare double majors in One of the following: both studio art and art history. The art history program at Wheaton examines Arth 106 Art in East Asia II the artistic traditions of all periods and places, as Arth 231 Italian Medieval Art and Culture well as the full spectrum of visual media. While Arth 255 Pre-Columbian Art and Architecture our curriculum is particularly strong in the history Arth 352 Early Medieval Art and Culture of architecture, printmaking and painting, it also Arth 353 Castles, Cathedrals and Monasteries encompasses the history of sculpture, photography, Early Modern Art (1400–1700) decorative arts, graphic media and many aspects One of the following: of material and performative culture. To develop and sharpen students’ visual literacy we emphasize Arth 218 Print Cultures in Early Modern Japan close, object-based study in our own collection Arth 232 Art and Architecture of the 14th and 15th and in local museums, and encourage specialized Centuries in Italy research in areas of the student’s choice. Arth 241 Northern Renaissance Painting 1400– Because our approach is founded upon the 1550 intersection between art history and social history, Arth 270 The Art of the Print we encourage the practice of a politically responsi- Arth 332 Art and Architecture of the 16th Century ble art history—one that weighs and interprets the in Italy stories these works tell concerning their cultures Modern Art (1700–1900) of origin, and that considers the works’ meanings One of the followling: within the contemporary world. Our program’s emphasis upon critical thinking and its strong Arth 218 Print Cultures in Early Modern Japan commitment to interdisciplinary inquiry prepare Arth 260 American Art and Architecture: Colonial students for a variety of specialized professions, to 1865 including architecture, museum and gallery work, Arth 270 The Art of the Print 64 Art History

Arth 275 Arts in an Age of Revolution: Courses Neoclassicism, Romanticism, Realism 101. Great Works I Arth 276 Impressionism and Post-Impressionism A chronological survey of architecture, sculpture Contemporary Art (1900–present) and painting from prehistory through the proto- One of the following: Renaissance of the 14th century. Emphasis on historical/cultural context and stylistic analysis Arth 263 African American Art of works of art. The course is team taught, with Arth 312 Contemporary African Arts faculty lecturing in their areas of specialization. Arth 314 Modern Architecture Two short papers based on original works at the Arth 317 Cubism, Expressionism and Surrealism Museum of Fine Arts, Boston. Three hours lecture Arth 318 Art since 1945 and one hour discussion section per week. Arth 333 Architecture and Identity in Modern Japan Connections: Conx 20047 Molecules to Arth 360 American Art and Architecture: 1865– Masterpieces 1945 102. Great Works II A continuation of Arth 101, covering architecture, Non-Western Art sculpture and painting in Western art from the early Two of the following: Renaissance to the present. Emphasis on histori- Arth 105 Art in East Asia I cal/cultural context and stylistic analysis of works Arth 106 Art in East Asia II of art. The course is team taught, with faculty lec- Arth 212 African Visual Cultures turing in their areas of specialization. Three hours Arth 218 Print Cultures in Early Modern Japan lecture and one hour discussion period per week. Arth 221 Arts of India Connections: Arth 223 Islamic Art Conx 20025 The Math in Art and the Art of Math Arth 224 Chinese Art and Culture Conx 23008 Italian Culture, Language and Society Arth 225 Status, Gender, and Identity in Japanese 105. Art in East Asia I Visual Culture This course examines the art and architecture Arth 255 Pre-Columbian Art and Architecture of China, Japan and Korea. Lectures will survey East Asian art chronologically and thematically, Arth 256 Native North American Arts and Culture beginning with Neolithic ceramics and ending with Arth 312 Contemporary African Arts developments in Buddhist and secular art and ar- Arth 333 Architecture and Identity in Modern Japan chitecture in the 9th and 10th centuries. We will be For the major the college requires at least three concerned throughout with issues pertinent to the courses at the 300 level or above. wider study of visual and material culture, including the interpretation of meaning from objects and Students may elect up to 16 credits in art. It is images; the relationship between archaeology and urged that students take a course in European modern nationalism; cultural interconnections and history prior to 1800. Students who plan to do the diversity of individual cultural traditions; reflec- graduate work in art history are strongly advised tions of social stratification in material culture; to develop a reading knowledge of German and issues of style and artistic intent; and the interplay French. Italian may sometimes be substituted. between literary, visual, and performative artistic Minor production. A minor in art history consists of Arth 101 and Arth (Sean McPherson) 102 or Arth 201 and Arth 202 and three additional 106. Art in East Asia II courses, at least one of which must be at the 300 This course examines the art and architecture of level. The minor is designed to provide a cohesive China, the Japanese archipelago and the Korean chronological survey of art history, augmented by peninsula. Lectures will survey East Asian art in-depth study of three areas in which the student chronologically and thematically, from the Song has a particular interest. Studio art majors may Dynasty (960–1279) in China, the Heian Period minor in art history by taking three additional art (794–1185) in Japan, and the Koryo Dynasty history courses beyond the three required for the (918–1392) in Korea, through recent develop- studio major (for a total of six). ments. We will examine both canonical works of art and architecture, as well as popular visual culture Art History 65

and “folk” art production. We will be concerned will include social, political, religious, philosophical, throughout with issues pertinent to the broader gendered and aesthetic practices. study of visual and material culture, including the (Kim Miller) meaning(s) expressed by or derived from objects Connections: Conx 23001 African Worlds and images; transnational influences and cultural hybridity in art production; the artistic contribu- 218. Print Cultures in Early Modern Japan Development of the woodblock print within the tions of regional and ethnic minorities and women; popular visual culture of Japan during the Edo material and visual culture as a reflection of and period (1615–1868). Examination of the technical, legitimation for social stratification; art as a forum thematic and stylistic development of woodblock for social protest and change; issues of style and prints; the work of individual print designers and artistic intent; the interplay between material, schools; and the role of prints as reflection of and visual, and performative art forms; and the relation- stimulus for the “Floating World” of urban popular ship between art and cultural identity. culture. We will begin with an introduction to the (Sean McPherson) cultural context of Edo Japan and technical aspects 201. Great Works I (Enhanced) of Japanese printmaking, followed by a roughly Arth 201 and Arth 202 make up a yearlong course chronological survey of major developments, that provides an in-depth examination of the devel- genres and designers/publishers. Exploration of opment of the art object from prehistoric to modern issues such as censorship, collaborative artistic times; this course is designed for students seeking production, early modern print cultures, landscape greater academic challenge in the field of art his- and travel, and representations of gender, sexuality tory than is available in the standard introductory and social status. 101 course. Students will approach the material (Sean McPherson) on several levels: through lecture classes held jointly with Art 101/102; through an 80-minute 221. Arts of India This course surveys the development of Indian art weekly discussion section based on a seminar from the Indus Valley civilization to the present, model and including student-led discussions and studied against the background of India’s cultural seminal readings in the field and, most important, history and religious faiths. Art and architecture of through a spring trip to New York City led by both the Indian subcontinent and Sri Lanka, Buddhist, faculty and students and intended to emphasize Hindu, Jain and Islamic. the significance of the study of original works of art (Sean McPherson) and architecture. Because of the advanced nature of this course, an additional half credit is offered to 223. Islamic Art students enrolled each semester, for a total of one The development of Islamic art throughout the additional credit for the year. Near East, Persia, Iran, North Africa and Spain. Connections: Conx 20047 Molecules to Special attention to architectural monuments and Masterpieces painting. 202. Great Works II (Enhanced) 224. Chinese Art and Culture Continuation of Arth 201. Thematic, interdisciplinary exploration of selected Connections: Conx 20025 The Math in Art and the art and architectural developments in China from Art of Math, Conx 23008 Italian Culture, Language Neolithic through modern times. Attention to issues and Society relevant to study of material and visual culture, in- cluding the interpretation of meaning from objects 212. African Visual Cultures and images; the relationship between archaeology This course provides an introduction to the rich, and modern nationalism; cultural interconnections diverse and inspiring world of African art. We will and the hybridity of “native” cultural traditions; exmine the varied ways that African art has shaped social stratification in the production and reception and been shaped by the histories and cultural of material culture; discourses of aesthetic cultural values of different African peoples, both in the values; the interplay of literary, visual and material past and during the present day. This course will cultural production. strengthen the student’s ability to critically assess (Sean McPherson) the role of art in Africa for the people who produce 225. Status, Gender, and Identity in Japanese and use it, and will provide an understanding of the Visual Culture role of African art in the West for the people who Survey of selected aspects of Japanese art and collect, exhibit, view and study it. Topics of study architecture from Neolithic through recent times. 66 Art History

Particular attention to issues of gender, cultural consider cultural periods from the prehistoric to the identity and social status in the production and present and regions from the Eastern Woodlands reception of art and architecture. Exploration of to the Pacific Northwest, with special emphasis transnational and inter-cultural sources of Japanese placed upon artistic production following European visual culture. Our inclusive exploration of Japanese contact. Required museological study involving art and architecture will address fundamental ques- local collections. tions about when, how and why particular images (R. Tripp Evans) and monuments have come to be considered part 260. American Art and Architecture: Colonial to of a canon of “great works” in the discipline of 1865 Japanese art history. An examination of the visual arts in North America (Sean McPherson) from the 17th century to the era of the Civil War, 231. Italian Medieval Art and Culture considering their role in the formation of national Italian medieval art is very different from that of identity. In addition to class readings and lectures, the rest of Europe because it clings to a classi- students will study original works and extant struc- cism inherited from its Roman past, augmented by tures in Boston, Providence and Newport. frequent borrowings from Byzantium. The course (R. Tripp Evans) concentrates on the art of Italy from the time 263. African American Art Constantine made Rome a “Christian” capital until This course explores the contribution of African the time of Giotto, with particular attention to the American artists to the visual culture of the United ecclesiastical and social structures peculiar to Italy States, from the work of 18th and 19th century that shaped its art in a distinct way. enslaved and free blacks to the production of con- (Evelyn Staudinger Lane) temporary African American artists. Students ex- 232. Art and Architecture of the 14th and 15th amine the various strategies that African American Centuries in Italy artists have used to establish an independent This course introduces students to the art of the artistic identity and to provide a political voice for early Renaissance in Italy, with special attention their audiences. paid to Florence. Issues such as technique, style, (R. Tripp Evans) iconography, patronage, historical context and art Connections: Conx 23010 Black Aesthetics theory are discussed in detail. (Department) 270. The Art of the Print The development of woodcut, engraving, etching, 241. Northern Renaissance Painting 1400–1550 lithography, etc., from the 15th century to the The effects of secular patronage on late Gothic present. Special attention to the work of Dürer, painting in France and Flanders (Pucelle, the Rembrandt, Daumier, Whistler and Cassatt. Limbourg brothers), followed by a thorough Religious, social and/or political aspects of their analysis of the realistic and mystical currents in work are also considered. Print collections at northern culture and painting from Jan van Eyck Wheaton and the Museum of Fine Arts, Boston, are to Hieronymus Bosch; a study of the spread of highlighted. This course culminates in the organiza- the Flemish style to Germany and France and the tion and mounting of an exhibition of prints drawn impact of humanism (Dürer, Grünewald, Brueghel). from Wheaton’s collection of 1,000 impressions. (Evelyn Staudinger Lane) (Evelyn Staudinger Lane) 255. Pre-Columbian Art and Architecture Connections: Conx 20020 The Art of the Print A historical and cultural examination of the 273. Greek Art and Architecture architecture, sculpture and allied arts of the ancient An investigation of the art and architecture of the Andes and Mesoamerica. Spanning the first millen- Greek world from the Aegean Bronze Age cultures nium B.C.E. to the time of the Spanish Conquest, to the Hellenistic period. Taught chronologically, but this course considers the role of the arts in the from a sociocultural perspective, particular atten- establishment and maintenance of pre-Columbian tion is paid to the role and representation of gender political/religious authority. in Greek society. (R. Tripp Evans) (Department) 256. Native North American Arts and Culture 274. Roman Art and Architecture An introduction to the art, architecture and allied After a brief consideration of Etruscan art, the arts of native North American peoples. Students will course concentrates on Roman art and architecture Art History 67

with particular emphasis on the cultural role played various patrons and artists in Italy from circa 1400 by visual art in Roman society. Etruscan and Roman until circa 1650. We will examine the influence held holdings in the Rhode Island School of Design by patrons such as churches, monasteries, and Museum, Boston Museum of Fine Arts and the court rulers on art production and, in turn, how art- Wheaton Collection are spotlighted. ists affected patrons’ taste. In addition, the class will (Evelyn Staudinger Lane) address issues of gender and politics to understand 275. Arts in an Age of Revolution: Neoclassicism, the process of art production and art reception in Romanticism, Realism early-modern Italy. From fresco cycles to museum A survey of European painting and sculpture from collections, sacred decorations and self-portraits, the eve of the French Revolution to the mid-19th this course will pay close attention to individual century. Emphasis on concurrent developments in styles while contextualizing the works within their France, England and Germany, with Italy and Spain political, social, religious and economic settings. also considered. Works of art are examined in terms (Touba Fleming) of style, content and theory and in relation to the 298. Experimental Course: Introduction to Museum social and political context. Studies (Ann H. Murray) This course introduces students to museum history 276. Impressionism and Post-Impressionism and practice and to contemporary theoretical issues An examination of Impressionist and Post- in museum studies. In this course, students will Impressionist painting in France. Works of art are learn to think critically about museums and like considered in terms of style, theory, content and institutions: about the ways in which they represent social context (e.g., the transformation of Paris in people and cultures; about their role in and service the Second Empire). Emphasis on painting, although to local, national and diasporic communities; about sculpture and the decorative arts are included as their physical structures and missions; about the time permits. legal and ethical issues museum practitioners now (Ann H. Murray) face; and about how they use technology and how they market themselves. 288. Buddhist Art and Architecture (Leah Niederstadt) Buddhist art, architecture and ritual have reflected and forged connections among the linguistically 312. Contemporary African Arts and culturally diverse societies of South, Central This course will explore contemporary African and East Asia. This course examines changes and art and the discourses that frame its production, continuities in Buddhist art and architecture from reception and history. Issues considered include au- developments after the death of the historical thenticity, tradition, modernity, nationality and African Buddha in the 5th century B.C.E. through modern diasporic art. We will also examine the complex times. relationship of African art to colonialism, European Our historically and culturally structured exami- art and its discourses, and the influence of globaliza- nation of Buddhist material and visual culture will tion and popular culture. We will focus on several be informed throughout with thematic questions. artists or artistic traditions as case studies, including What do material, visual and ritual culture contribute the art scene in Dakar (Senegal); artistic produc- to the religious experience? How can we reconcile tion in post-Apartheid South Africa; and the revival Buddhism’s doctrinal rejection of material and visual of “traditional” forms through studio art markets. reality with its rich artistic legacy? To what extent We will also explore the collection and display of can we understand devotional objects as “art”? How contemporary African art. Readings include debates have secular and religious agendas intersected in over the nature of representation in the postcolonial the spread of Buddhism? How has Buddhist art, ar- world, critiques of the place of African art in the chitecture and ritual accommodated itself to widely symbolic and monetary economies of the Western differing cultural and historical contexts? How have metropolis, African feminism as expressed in the the iconography and aesthetic of Buddhist art both arts, and studies of the new contexts of so-called reflected and influenced prevailing notions of social ethnographic objects. status, gender and sexuality? Students are not expected to have prior (Sean McPherson) knowledge of African art but some background in either Africana studies (theoretical discourses) or art 298. Experimental Course: Patronage and the Artist history (historical and stylistic traditions) is recom- in Early Modern Italy mended. The emphasis in this course will be on hon- This course will explore the relationship between 68 Art History ing visual observational skills as well as techniques of “traditional” Japanese architecture upon modern of theoretical analysis. movements in Japan and the West; the dialectic (Kim Miller) between “native” and “foreign” forms and design Connections: Conx 23001 African Worlds philosophies; the influence of social status, gender and colonialism upon architectural design and 314. Modern Architecture consumption; competing pressures of urbanization A study of architectural evolution in the West from and preservation; issues of cultural “authenticity” in the French Revolution to the present, in light of the context of global, transnational cultures. technological, political and social developments. (Sean McPherson) Particular attention focused on avant-garde move- ments of the late 19th and 20th centuries. 336. Sex and Death in Early Modern Venice (R. Tripp Evans) This course, organized thematically, offers a critical look into the complexities of ritual, space and spec- 317. Cubism, Expressionism and Surrealism tatorship in early modern Venice. Investigations of A study of major developments in art during the visual culture are framed by issues of gender, race first half of the 20th century: Cubism and related and other identity categories. styles in France (e.g., Picasso, Braque, Sonia and Robert Delaunay); Expressionism in Germany (e.g., 352. Early Medieval Art and Culture Kirchner, Marc, Kandinsky, Münter, Kollwitz); the The transformation of late antique art and architec- international Dada and Surrealist movements (e.g.. ture to suit the needs of Christian cultures in the Duchamp, Miró, Dalí). Works of art considered in Greek East and Latin West, from the early paintings terms of style, content, theory and in relation to in catacombs to the year 1000. their social and political context. (Evelyn Staudinger Lane) (Ann H. Murray) 353. Castles, Cathedrals and Monasteries 318. Art since 1945 The art of the Western medieval world from the An introduction to art, art theory and criticism in 11th to the 13th centuries. Special attention paid the second half of the 20th century. Emphasis to the Romanesque monastic pilgrimage sites, on Abstract Expressionism, Pop art, Color-field their architecture and decorations; to the castles of painting, Minimal, Conceptual, Environmental and northern Europe, their construction and design; and Performance art. Class time devoted to issues and to the great cathedrals of Gothic France, their archi- developments through the mid-1980s. Exhibitions tecture, sculpture and stained glass. Social, political in Boston, Providence and Wheaton’s gallery and economic factors involved in the production of provide exposure to more recent work and an op- this art are stressed. portunity to engage in art criticism. (Evelyn Staudinger Lane) (Ann H. Murray) Connections: Conx 20029 Living Architecture Connections: Conx 20034 The Historical Context of 360. American Art and Architecture: 1865–1945 Contemporary American Culture Between the Civil War and World War II, American 332. Art and Architecture of the 16th Century in art and architecture demonstrated an unprec- Italy edented sense of confidence. Examining the roles Designed to introduce students to the art of of empire building, commerce and the rise of urban 16th-century Italy, with special attention paid to culture, this course will chart the development of Florence. Issues of technique, style, iconography, American art from the American Renaissance to the patronage, historical context and art theory are triumph of the midcentury New York School. discussed in detail. (R. Tripp Evans) (Department) 399. Selected Topics 333. Architecture and Identity in Modern Japan An opportunity to do independent work in a particu- Development of modern architecture in Japan lar area not included in the regular courses. from the Meiji Period (1868–1912) through recent 401. Seminar decades. Chronological coverage of major stylistic, The study of particular periods, special topics or structural and spatial changes, supplemented individual artists. A list for the following year is an- by attention to thematic concerns such as the nounced each spring. Subjects are chosen to meet relationship between cultural identity, architectural the needs and interests of the particular group of form, and modernity; the influence of discourses art history majors. Studio Art 69

500. Individual Research means that the student must take two foundation- Offered to selected majors at the invitation of the level courses (Arts 116 or Arts 111 or Arts 112) department. and three additional courses, one of which is a 300-level course. Students contemplating a studio minor should take careful note of the prerequisites for 200- and 300-level courses. Art history majors Studio Art may minor in studio art by taking four additional studio courses above and beyond the two required Chair: R. Tripp Evans for the major (for a total of six). Faculty: Baeumier, Cunard. Fieo, Fleming, Forman, Halpert, Howard, Lane, Mahaffy, McPherson, Miller, Courses Murray, Niederstadt, Sousa, Stone Foundation programs The Art and Art History Department offers two 111. Two-Dimensional Design areas of concentration within the major, one with As an introduction to visual language, this course emphasis on the history of art (art and art history), will focus on the development of problem-solving the other with emphasis on the making of art skills as it applies to the fundamental concepts (studio art). of design. Projects explore the integration of art elements and principles as a foundation for visual Major composition and creative expression. The studio art concentration consists of at least 13 (Claudia R. Fieo) semester courses, including: Connections: Conx 20047 Molecules to Arth 101 and Arth 102 or their equivalents (Arth Masterpieces 201 and Arth 202) which must be taken before the 112. Three-Dimensional Design senior year. An introduction to basic sculptural concepts for Three semester courses in studio art foundations: beginners. Emphasis on learning to see three-di- Arts 111 Two-Dimensional Design mensionally by working in a variety of media. No Arts 112 Three-Dimensional Design previous experience required. (Tim Cunard) and Arts 116 Drawing I These foundation courses must be taken before the 116. Drawing I senior year. An introductory course that explores basic drawing techniques through various media and motifs. A One semester of Arts 402. strong emphasis will be placed on working from One additional semester course in art and art perception and learning to see. No previous experi- history ence required. Six additional semester courses in studio art from (Andrew Howard, Patricia Stone) the following areas (with a possible emphasis in Connections: Conx 20047 Molecules to the student’s major interest): drawing, painting, Masterpieces printmaking, sculpture, photography, and graphic design. Studio concentrators are urged to take Arth Upper-level courses 318. Arts 399 is normally reserved for fall semester 205. Drawing II seniors. Continued exploration of drawing principles and For permission to enter the studio concentration, techniques; emphasis on personal visual state- students must submit a portfolio of their work ments. to the department during their sophomore year. (Tim Cunard, Patricia Stone) Faculty review portfolio submissions once during the fall and once during the spring semester. All 210. Sculpture I students who wish to be studio majors must be ap- A course exploring sculptural concepts based proved and accepted by the end of their sophomore on the observation of the human form through year. Please see the chair of the department for modeling and construction. Emphasis on various more information. techniques. (Tim Cunard) Minor 215. Relief Printmaking A minor in studio art consists of five studio courses, An introduction to relief printing; students will at least one of which must be at the 300 level. This 70 Studio Art create both black-and-white and color prints in screening films. The majority of the student’s learn- woodcut, linocut and contemporary relief tech- ing experience will come from practical endeavors niques. Emphasis is placed on the development of in the field and the personal challenges each sets personal imagery. for him/herself (i.e. the more you work, the more (Claudia R. Fieo) you learn). Connections: Conx 23013 Animal Power in (Jake Mahaffy) Religion, Art and Science 261. Video Production I 220. Painting I An intensive, hands-on beginner’s course in digital An introduction to oil painting, focusing on the video making. Students work individually and in basic problems of color, form and composition. groups to produce a series of short videos, includ- Projects will include still life, the figure and color ing a final project. Focus on concept development, exercises. Emphasis will be placed on working from editing, directing techniques and production perception. methods. (Patricia Stone) (Jake Mahaffy) 230. Figure Drawing and Anatomy 298. Experimental Course: Screenwriting I Students will develop their drawing skills through a This course is an intensive screenwriting work- focused study of the human figure. Weekly drawing shop introducing the student to basic elements of sessions with the model will be supplemented dramatic writing in the short film form. Classes are by studies from the human skeleton as well as spent in lectures, screenings, readings, exercises anatomical texts covering the major muscle groups and discussions, learning screenplay format, at rest and in motion. This course connects to Bio screenwriting software, structure, theme, dialogue, 106. genre conventions and other aspects of cinematic (Patricia Stone) narrative. A wide range of exercises and assign- Connections: Conx 20010 Body, Form and Motion ments familiarize students with writing techniques and creative discipline. 240. Beginning Photography (Jake Mahaffy) The fundamentals of photography, including the use of the camera, composition, light and subject; 298. Experimental Course: Introduction to developing, printing and enlarging processes also Character Animation This course is an introduction to the basics of studied and performed by the student. Students animated film production, focusing primarily on must have a 35mm camera or a medium-format hand-drawn character design, development, camera that allows for total control. and movement. Exercises include walk cycles, (Andrew Howard) lip-synching, anticipation/follow-through, character- 250. Graphic Design I ization and lessons in narrative, drawing skills and The concept of design as communication will be supporting software. Class time involves demon- explored as students solve graphic design prob- strations of technique and screenings of a diverse lems and develop an understanding of traditional range of films. No previous art or film experience is and modern typography and design layout . required for this class. (Claudia R. Fieo) (Daniel Sousa) Connections: Conx 20011 Communication through 298. Experimental Course: Introduction to Art and Mathematics, Conx 20042 Graphic Design Experimental Animation and Web Programming, Conx 23012 Visualizing This course is an introduction to the basics of Information animated film production, focusing primarily on the 260. Film Production I exploration of different materials and approaches This is a beginner’s studio production course to hand-made “moving art.” Exercises include introducing the student to the fundamentals of pixilation, collage, cut-out, stop-motion and lessons creative 16mm filmmaking. The student will learn in drawing skills, abstraction, non-linear story-tell- the basics of constructing cinematic narrative from ing and supporting software. Class time involves concept to edit by producing a series of exercises demonstrations of technique and screenings of in and outside of class as well as several larger a diverse range of films. No previous art or film group and individual projects. Our class sessions experience is required for this class. will be spent in technical demonstrations, critiques (Daniel Sousa) of projects, discussions, shooting exercises and Asian Studies 71

310. Sculpture II 402. Senior Projects An exploration of sculptural concepts through some This is the capstone experience for studio art ma- advanced techniques. jors. This is a semester-long course which meets (Tim Cunard) once per week for three hours. Senior students 315. Intaglio Printmaking are expected to produce a defining body of work in This course introduces the various traditional and the medium of their choice, which will be exhibited contemporary platemaking techniques and the in the Beard Gallery at the end of the semester. A printing process used to create an intaglio print. variety of topics will be discussed in this seminar. Emphasis is placed on experimentation and the The seminar will also provide students with a development of personal imagery. series of critiques on the development of their (Claudia R. Fieo) work as it progresses toward the Senior Studio Majors Exhibition. Connections: Conx 20006 Animal Power, Conx 20020 The Art of the Print, Conx 23013 Animal 500. Individual Research Power in Religion, Art and Science Offered to selected students at the invitation of the department. 320. Painting II A continuation of Painting I. More emphasis will be placed on developing an individual response to subject matter. Painting technique, color mixing and compositional development within a series will be Asian Studies explored. Coordinator: Matthew Allen (Patricia Stone) Faculty: Brumberg-Kraus, Chandra, Ge, Kim, Liang, 325. Lithography Naemi Tanaka McPherson, Sean McPherson, This course will explore the fundamental drawing Owens, Timm, Wilson, Zou techniques and printing process of stone lithogra- phy and pronto plate lithography while emphasizing The Asian studies program draws upon the per- the development of personal imagery. spectives of anthropology, art history, economics, (Claudia R. Fieo) ethnomusicology, history, language study, political Connections: Conx 20006 Animal Power, Conx science, religious studies, sociology, and theatre 23013 Animal Power in Religion, Art and Science and dance studies in order to provide students with a multidisciplinary range of approaches 330. Intermediate Photography toward (a) a broad understanding of this vast and This course is designed to encourage students diverse area and (b) a more detailed knowledge of to explore and develop visual perception and a a topic or a geographical region that is of particular personal point of view. Basic techniques will be reviewed and refined and more sophisticated tech- interest to them. niques introduced. This is a rigorous course with Major weekly visual assignments. Admission to the course The major in Asian studies consists of 10 courses. is based on portfolio examination and/or interview With the advice and approval of the coordinator, with the instructor. (Andrew Howard) students are expected to develop a coherent and well-balanced program. Majors should achieve a 350. Graphic Design II broad familiarity with Asian cultures and a more This course continues to focus on design as com- specialized knowledge of at least one of three ar- munication with further exploration of the relationship eas: East Asia, South Asia, or West Asia (the Middle between typography and image using traditional East). In addition to their geographical concentra- design techniques and computer graphics. tions, a few examples of particular topics which (Claudia R. Fieo) our Asian studies majors have focused on are: Connections: Conx 23012 Visualizing Information human rights in Tibet, illness and culture in Taiwan, 399. Selected Topics Buddhist architecture, the 1965 coup in Indonesia, An opportunity to do independent work at an Taiwanese-PRC relations, and the position of advanced level. Students must preregister with ethnic Chinese in Indonesia. Under certain circum- their independent advisor after submitting a written stances students may substitute relevant courses statement of intent for faculty approval. not included in the Asian Studies course listings. 72 asian studies

The capstone requirement for this major is either a Economics senior seminar offered in a discipline appropriate to Econ 232 Economic Development the student’s program or an independent research Econ 233 Sweatshops in the World Economy project, pursued under the guidance of a member of Econ 305 International Finance the program, that results in a senior research paper. Econ 306 International Trade The study of Asian languages is highly encour- aged by the Asian studies faculty, although History language study is not a requirement for the Hist 222 Introduction to Chinese Civilization major or minor. As of spring 2007, instruction in Hist 223 Introduction to Indian Civilization Mandarin Chinese (introductory and intermediate) Hist 224 Introduction to Japanese Civilization and Japanese (introductory) is offered at Wheaton. Hist 225 Women in East Asia: Japan and Korea Additional study of Asian languages is available Hist 227 Women in East Asia: China to Wheaton students through an agreement with Hist 251 Early Islamic Societies Brown University. The faculty recommends that students interested in learning an Asian language Hist 252 The Modern Middle East 1800–1992 consult the coordinator about the various opportuni- Hist 352 Social Movements in Modern Islam ties available. Courses in Asian languages beyond Hist 365 Modern China Wheaton’s two-semester language requirement Hist 367 Modern Japan may be counted toward the Asian Studies major or Hist 401 Intellectual Bridges Between East and West minor. Majors considering graduate school should Japanese begin study of an Asian language as early as pos- Japn 101 Introduction to Japanese (does not count sible in their undergraduate career. toward Major/Minor) Students are urged to take advantage of junior year abroad (JYA) opportunities available in Asia. Japn 102 Introduction to Japanese (does not count toward Major/Minor) Many of Wheaton’s Asian studies majors spend a semester or year in China, Japan, India and other Music Asian countries through Wheaton’s affiliation with Musc 211 World Music: Eurasia excellent programs such as IES and SIT. The pro- Musc 221 Music and Dance of South Asia gram coordinator and Center for Global Education Musc 282 Music and Worship in World Cultures offer guidance on such opportunities. Musc 309 Music Nationalism and Identity Anthropology Political Science Anth 295 Peoples and Cultures of South Asia Pols 209 Chinese Foreign Policy Art and Art History Pols 223 Contemporary Chinese Politics Arth 105 Art in East Asia I Pols 263 The Politics of the Middle East Arth 106 Art in East Asia II Pols 401 Seminar Arth 218 Print Cultures in Early Modern Japan Religion Arth 221 Arts of India Rel 102 Introduction to the Study of World Religions Arth 224 Chinese Art and Culture Rel 108 Engaged Buddhism Arth 225 Status, Gender, and Identity in Japanese Rel 109 Introduction to the Hebrew Bible Visual Culture Rel 212 Sacred Texts of Asia Arth 288 Buddhist Art and Architecture Rel 230 Mysticism and Spirituality Arth 333 Architecture and Identity in Modern Japan Rel 316 Islam: Faith and Practice Chinese Rel 325 Hinduism: Thought and Action Chin 101 Introduction to Chinese (does not count Rel 326 Buddhism: Thought and Action toward major/minor) Chin 102 Introduction to Chinese (does not count Sociology toward major/minor) Soc 280 The Asians and America Chin 201 Intermediate Mandarin Chinese Theatre Studies and Dance Chin 202 Intermediate Mandarin Chinese Thea 276 Non-Western Theatre and Performance Biochemistry 73

Minor and planets. We will then use this knowledge to Asian Studies minors are required to take at least view the skies through ancient eyes, especially five of the courses listed as appropriate for the those of Islamic and Maya astronomers, and gain major, at least one at the 300 level, and may insight into these cultures and their shared passion concentrate in any of the regions listed above for for astronomy. the major. (Timothy Barker) 298. Experimental Course: Astrobiology The questions “Is there life on other planets?” is one of the most fundamental questions we can Astronomy ask. Though we have not found any extraterrestrial life, we are rapidly changing our understanding Coordinator: John Michael Collins of how life originated and evolved on the Earth, Faculty: Barker, Geoffrey Collins what kinds of environments are suitable for life, For course listings and major requirements see and what kinds of environments conducive to Physics. life exist on other planets. This course will be a multidisciplinary exploration of the topic from the Minor standpoint of astronomy, biology, geology, physics, The minor in astronomy consists of Ast 130, Ast and chemistry, so students are expected to have 140, Ast 202, Ast 250 and Ast 302 or Ast 305. previously completed at least one introductory sci- Courses ence course. In addition to the textbook, the course will include discussion of current research articles 130. The Universe in astrobiology. Properties of stars and how they are born and die, (Geoffrey Collins) black holes, galaxies, quasars and the origin and evolution of the universe. Weekly two-hour laborato- 302. Astrophysics ries retrace the steps involved in measuring the age Electromagnetic radiation; properties of stars, and size of the universe, with enrichment laborato- stellar structure and evolution; the origin of the ries in astronomical photography and observing. elements, galactic structure and evolution; active (Timothy Barker) galaxies and cosmology. Connections: Conx 20059 Quantum Theories: (Timothy Barker) Contemporary American Fiction, Modern Physics 305. Observational Astronomy and the Universe Students will use Wheaton telescopes and our ob- 140. The Solar System servatory in Australia to carry out independent re- The processes that shape the surfaces and search projects, such as color imaging, astrometry atmospheres of planets and satellites and how the and photometry of near-earth asteroids, searching planets have evolved in different directions. Students for supernovae, and determining the light curves of will learn how planetary data are gathered and how variable stars. to interpret those data and will design a mission to (Timothy Barker) address one of the many remaining mysteries of the solar system. (Geoffrey Collins, Timothy Barker) Biochemistry 202. Frontiers of Astronomy Students will write on topics of their own choos- Coordinators: Barbara Brennessel and Elita Pastra- ing in modern astronomy, such as neutron stars, Landis black holes, quasars, active galaxies, the Redshift A student interested in understanding the Controversy, the big bang and the fate of the molecular basis of living systems may major in universe. Prerequisite: one previous course in biochemistry, offered jointly by the biology and astronomy. chemistry departments. A background in the (Timothy Barker) physical sciences necessary to understand life at 250. Ancient Astronomies the molecular level is required and the opportunity We will study coordinate systems; celestial naviga- to study living organisms as functioning systems is tion; eclipses, and the motions of the sun, moon, provided. 74 Biochemistry

The major in biochemistry is interdisciplinary and requires courses from the biology, mathemat- Bioinformatics ics, chemistry and physics departments. Coordinators: Rochelle (Shelly) Leibowitz and Shawn McCafferty Major Faculty: Brennessel, Dyer, LeBlanc, Kahn, Morris, Senior majors are required to write an essay or Pastra-Landis prepare an oral report on a topic designed to demonstrate their ability to integrate biochemical Bioinformatics is an interdisciplinary area of study concepts. The topic selected by the biochemistry involving the collection, storage, retrieval, manage- advisors will be distributed at the beginning of the ment and analysis of biological information resulting second semester. from a myriad of projects ranging from the sequenc- The major consists of the following courses or their ing of genomes to drug discovery. Understanding the equivalents: relationship between linear sequences of DNA, the structure and function of proteins, and the associated Biology scientific, health and ethical implications of this infor- Bio 112 Cells and Genes and Bio 305 Biochemistry mation is considered one of the greatest challenges Two of the following courses at the 200 level: in 21st-century science. Combining the strengths Bio 211 Genetics of the liberal arts within the context of interdisciplin- Bio 219 Cell Biology ary studies in biology, chemistry, computer science, Bio 221 Microbiology and Immunology mathematics, and statistics, the bioinformatics Bio 254 Developmental Biology major prepares students for a world that relies on collaboration. and one of the following at the 300 level: Bio 307 Cell Evolution Major Bio 316 Molecular Biology and Biotechnology The major consists of a minimum of 14 courses plus Bio 324 Neurobiology a capstone experience. Bio 347 Endocrinology Required courses Chemistry Bio 112 Cells and Genes Chem 153 Chemical Principles or Bio 211 Genetics Chem 253 Organic Chemistry I Bio 305 Biochemistry Chem 254 Organic Chemistry II Bio 316 Molecular Biology and Biotechnology Chem 331 Analytical Chemistry I Chem 153 Chemical Principles Chem 355 Physical Chemistry I Chem 154 Inorganic Reactions Chem 356 Physical Chemistry II Chem 253 Organic Chemistry I Mathematics Chem 254 Organic Chemistry II Math 104 Calculus II Comp 115 Robots, Games, and Problem Solving Comp 116 Data Structures Physics Comp 325 Database Systems Phys 170 Introductory Physics I Comp 215 Algorithms Phys 171 Introductory Physics II or Bio 242 DNA Capstone Math 151 Accelerated Statistics The capstone in biochemistry shall consist of an Math 241 Theory of Probability oral presentation by seniors at a symposium for or Math 216 Computational Molecular Biology biochemistry majors held in the spring semester. The presentation will be based on a review of Capstone experience recent primary literature on an approved topic or a Recommended courses student’s independent research. Bio 219 Cell Biology Bio 221 Microbiology and Immunology Bio 254 Developmental Biology Bio 303 Evolution Biology 75

Bio 317 Molecular Ecology and Evolution conduct research as part of an honors thesis (Bio Chem 355 Physical Chemistry I 500). In some cases, a specially designed (Bio 399) Chem 356 Physical Chemistry II course (Independent Study) may fulfill the capstone Econ 112 Introduction to Microeconomics requirement. The capstone may also be experienced Math 211 Discrete Mathematics in specially designed and designated seminars (Bio 400), which are usually taken in the senior year. Phil 111 Ethics Phys 170 Introductory Physics I Area requirements To ensure students are exposed to all levels of Phys 171 Introductory Physics II biological organization, biology majors must take at least one course in each of the three following areas: cells and molecules, organisms, systems. Biology Cells and molecules Bio 211 Genetics Chair: Edmund Y. Tong Bio 219 Cell Biology Faculty: Auger, Barrett, Brennessel, Cato, Dyer, Bio 221 Microbiology and Immunology Kollett, Kricher, Lanni, McCafferty, R. Morris, S. Morris, Natrajan, Shumway Bio 254 Developmental Biology Bio 298 Bacteriology Biologists study living systems at different levels Bio 305 Biochemistry of organization. To ensure students are exposed Bio 307 Cell Evolution to all levels of biological organization, the Biology Bio 316 Molecular Biology and Biotechnology Department focuses students on the study of cells Bio 321 Immunology and molecules, organisms and systems. Bio 324 Neurobiology Off-campus credit Bio 347 Endocrinology It is essential that students get permission from the Biology Department before taking courses to Organisms be counted toward the major in summer programs, Bio 205 Nutrition field research programs and JYA programs. Bio 207 The Biology of Exercise Bio 220 Evolution of Invertebrates Major Requirements Bio 111 Evolution and Ecology Bio 226 Comparative Animal Behavior Bio 112 Cells and Genes (Biology 111 and 112 can Bio 244 Introductory Physiology be taken in any order.) Bio 252 Parasitology and Symbiosis Four 200-level courses, at least three of which Bio 255 Vertebrate Evolution and Anatomy must have a laboratory. Bio 262 Plant Biology Three 300-level biology courses, at least two of Bio 331 Advanced Marine Biology which must have a laboratory. Bio 348 Advanced Physiology Chem 153 Chemical Principles Bio 375 Ornithology Chem 154 Inorganic Reactions Systems Three related courses from biology, chemistry, Bio 201 Environmental Science mathematics/computer science or physics. Bio 215 Ecology The 200- and 300-level biology courses must Bio 231 Marine Biology include a minimum of one course from each of the Bio 298 Concepts in Ecology following biology areas: cells and molecules, organ- isms, systems. Bio 303 Evolution Bio 317 Molecular Ecology and Evolution Capstone Bio 318 Tropical Field Biology The capstone in biology can be fulfilled in several ways. Students may conduct an independent Bio 361 Vernal Pool Conservation Biology research project that is approved by the depart- Bio 364 Freshwater and Marine Botany ment and supervised by faculty (Bio 499) or Bio 398 Conservation Biology 76 Biology

Related majors physiology combined with basic human anatomy. Students interested in the biological sciences may The emphasis is placed on neuromuscular struc- consider declaring a major in biochemistry, envi- tures and functions, since the course is connected ronmental science or psychobiology, and should to a studio art course, Arts 230, as well as a meet with the designated program coordinators to theatre course, Thea 140. Three hours integrated discuss the program of interest. lecture/lab per week. Each student is required to do a “connected project.” Health professions Connections: Conx 20010 Body, Form and Motion, Students planning a career in medicine, dentistry, Conx 20001 Human Biology and Movement veterinary or other health professions should con- sult a health professions advisor early in the first 111. Evolution and Ecology The study of evolution as a process, as it relates to year in order to plan a suitable program. Medical patterns of distribution and abundance of organ- schools require a minimum of two semesters of isms in ecosystems. Three hours lecture, three biology, two semesters of physics, two semesters hours laboratory per week. Bio 111, required for of mathematics, four semesters of chemistry and majors in the biological sciences, may be taken two semesters of English. The MCATs include either before or after Bio 112. material from anatomy, microbiology, physiology (Shawn McCafferty) and genetics. Therefore, those 200-level courses Connections: Conx 20019 The Darwin Connection: are recommended. Evolution, Race and Culture Honors/ graduate school 112. Cells and Genes Biology departmental honors will be awarded on Introduces the cell as the basic unit of life, genes the basis of a B+ or better average in the major, as the basic unit of inheritance, and discusses the an overall average of B or better, and a grade of cellular and molecular processes and principles B+ or better on the individual research project. shared by living organisms. Three hours lecture, Students intending to continue their study of three hours laboratory per week. Bio 112, required biology in graduate school are strongly encour- for majors in the biological sciences, may be taken aged to take organic chemistry. Graduate and either before or after Bio 111. pre-health programs usually require students to (Robert L. Morris) have an exposure to organic chemistry, calculus Connections: Conx 20026 Biopharma and physics. 115. Natural History of New England Forests Minor A field-based course with observational and exper- A minor in biology consists of five courses. No imental activities. Students will learn to identify the more than two courses may be at the 100 level; at common flora and fauna of the surrounding forest least one course must be at the 300 level and at community. The course will also examine historical least three of the courses must have a laboratory. and contemporary human impact on New England forests. Field trips to coastal forest ecosystem and Courses the Fisher Museum at the Harvard Forest. (Deborah Cato) 101. An Introduction to Biology This course is taught using an issues-oriented 201. Environmental Science approach and includes topics of current interest An overview of current environmental concerns to today’s society, such as the human genome and the scientific theory needed to address them. project, genetic testing, genetically modified foods, Population growth, community ecology, biodiversity, the population explosion, nutrition, cancer and endangered species management, ground-water biodiversity. This course encourages critical think- quality and introduced species. This class is not ing and questioning and teaches you tools that will intended to be a substitute for a course in ecology enable you to evaluate scientific arguments and and students planning to pursue careers in ecology make appropriate decisions affecting your life and or environmental science are advised to take Bio society. This is an introductory, laboratory-based 215 or Bio 218 in addition to this class. Three course in biology for non-majors. Three hours of hours lecture per week. lecture and three hours of laboratory per week. (Scott W. Shumway) 106. Basic Anatomy and Physiology Connections: Conx 23009 The Environment A survey of the essential principles in human Biology 77

205. Nutrition Connections: Conx 20029 Living Architecture, The course focuses on nutrients, their digestion Conx 23012 Visualizing Information and metabolism. The application of the funda- 220. Evolution of Invertebrates mentals of nutrition to daily life and health issues The goals for this course are to make your knowl- such as dieting, exercise, weight control, eating edge of the invertebrates a functional and integral disorders, heart disease, cancer, safety of food part of your life as a biologist; to learn to recognize additives, genetically modified foods and farming and discuss all of the phyla of invertebrates as well practices. Students will carry out an independent as some subphyla and classes; and to understand project. Three hours lecture per week. the evolution of the invertebrates. (Shari Morris) (Betsey Dexter Dyer) Connections: Conx 23002 Food 221. Microbiology and Immunology 207. The Biology of Exercise The biology of microorganisms, concentrating on Responses and adaptations of the human body to bacteria and viruses and including a section deal- exercise with emphasis on metabolism, skeletal ing with the fundamental concepts of immunology. muscles and the cardiovascular-respiratory The laboratory focuses on the techniques used to system. Topics include aerobic performance, culture and identify microorganisms. Three hours anaerobic capacity and the relationships between lecture, three hours laboratory per week. exercise and nutrition, weight control, strength (Barbara Brennessel) and endurance training, sex and age differences, Connections: Conx 20005 Microbes and Health health states, drugs and performance aids. (Edmund Y. Tong) 226. Comparative Animal Behavior See Psy 226. 211. Genetics The nature of genes, gene function and gene Connections: Conx 23013 Animal Power in regulation. The transmission of inherited charac- Religion, Art and Science teristics and the behavior of genes in populations. 227. Drugs and Behavior Laboratory includes the collection and analysis of See Psy 227. data from Drosophila crosses. Three hours lecture, 231. Marine Biology three hours laboratory per week. An introduction to the biology of marine organisms (Betsey Dexter Dyer) from an ecological perspective. Species interac- Connections: Conx 23017 Forbidden Knowledge, tions, distribution patterns and adaptations to the Conx 20015 Genes in Context, Conx 23016 Race marine environment for the rocky intertidal, soft as a Social Construct, Conx 20060 The Genetics bottom, subtidal, deep sea, estuarine and coral of the Autism Spectrum reef habitats. Laboratories and field trips will 215. Ecology provide a survey of marine algae and invertebrates. A survey of the basic principles of ecology, Three hours lecture, three hours laboratory per particularly terrestrial ecosystems of New England. week. Laboratory emphasizes fieldwork. Three hours (Scott W. Shumway) lecture, three hours laboratory per week. 242. DNA (John Kricher, Peter J. Auger) An amazing blend of biology, chemistry, computing Connections: Conx 20063 Ecology: A Statistical and mathematics emerges when considering the Approach, Conx 20017 Ecology and Public Policy molecule “Deoxyribonucleic Acid” (DNA). DNA is 219. Cell Biology the blueprint of life for all organisms on Earth and The organization, functions and behaviors of throughout evolutionary time. This course explores eukaryotic cells. Cell architecture and cell motility DNA from the following four points of view: mo- will serve as themes to investigate similarities and lecular biology, applied mathematics, evolutionary specializations of protist, plant and animal cells. biology and computer science. Students will ana- Other topics include organelle function, the cyto- lyze DNA sequences by learning to write computer skeleton, cell division and intracellular transport. programs (software) in the language Perl. Learning Lab will emphasize digital imaging to study cells to write programs is a pure, distilled form of and cell behaviors. Three hours lecture and three problem solving, a vital skill for many careers and hours lab per week. graduate studies. Historical and ethical aspects of (Robert L. Morris) DNA are discussed. Counts as a related course in 78 Biology the biology major and as a 200-level elective in the experiments and field trips. Three hours lecture, computer science major. three hours laboratory per week. (Betsey Dexter Dyer, Mark D. LeBlanc) (Scott W. Shumway) Connections: Conx 20015 Genes in Context Connections: Conx 23002 Food 244. Introductory Physiology 290. Biology of Whales The function of various animal organ systems, es- Through the Marine Studies Consortium. pecially the ways in which they interact to maintain homeostasis of the individual. Most examples are 298. Experimental Course: Concepts in Ecology An introduction to the conceptual basis for ecology from mammalian systems. Three hours lecture, with a strong focus on applied ecology. Major topics three hours laboratory per week. A service learning include ecological energetics, population and com- component involving three four-hour sessions munity ecology, human ecology and biodiversity at Sturdy Memorial Hospital in Attleboro is also studies. Three hours lecture. included. (John Kricher) (Edmund Y. Tong) Connections: Conx 20061 Body and Mind 303. Evolution A detailed examination of the causes and mecha- 252. Parasitology and Symbiosis nisms of evolution. This course emphasizes the Parasitology as a world health problem with discus- major concepts of modern evolutionary biology by sions on economic, political and medical aspects exploring contemporary issues. Topics include the of parasite control. Descriptive parasitology and basics of evolutionary genetics, natural selection, symbiosis. Genetic and physiological interac- adaptation, speciation, the origins of biological di- tions between associated organisms. Three hours versity, evolution in modern society and the conflict lecture. between evolution and creationism. Three hours (Betsey Dexter Dyer) lecture, three hours laboratory per week. 254. Developmental Biology (Shawn McCafferty) Cellular and molecular mechanisms of animal 305. Biochemistry embryogenesis with an emphasis on experimental The chemistry and metabolism of biological method and on comparisons of patterns of develop- molecules. The laboratory will introduce the student ment. Topics include fertilization, mitosis and the to concepts and techniques of isolation and cell cycle, pattern and axis formation, neurodevel- characterization of biomolecules, enzyme kinetics opment, organogenesis and animal cloning. The and genetic engineering. Three hours lecture, four laboratory will include observations of both fixed hours laboratory per week. and living embryos. Three hours lecture, three (Barbara Brennessel) hours laboratory per week. (Robert L. Morris) 307. Cell Evolution Connections: Conx 23012 Visualizing Information Structures and functions of subcellular compo- nents of prokaryotes and eukaryotes. Evolution of 255. Vertebrate Evolution and Anatomy prokaryotic and eukaryotic cells. Aspects of cell dif- The evolutionary history of vertebrates and the ver- ferentiation, multicellularity and cell-cell communi- tebrate body form as revealed by the fossil record cation. Laboratory includes methods for histological and the anatomy of extant vertebrates. Laboratory preparations and an independent project. Three emphasizes comparisons among the various hours lecture, three hours laboratory per week. classes of vertebrates with a focus on skeletal (Betsey Dexter Dyer) anatomy. Three hours lecture, three hours labora- Connections: Conx 20015 Genes in Context tory per week. (Formerly titled Chordate Anatomy and Evolution). 316. Molecular Biology and Biotechnology (John Kricher) The molecular basis for biological processes. Synthesis, structure, function and regulation of 262. Plant Biology the genome, transcriptome and proteome. A An introduction to the biology of plants, including detailed examination of genome dynamics and mosses, club mosses, ferns, horsetails, cycads, the control and regulation of genome expression. conifers and flowering plants. Morphology, ecology Contemporary topics in biotechnology such as and evolution will be addressed for each group. genetic engineering, cloning, molecular medicine, Laboratories will include examination of live speci- infectious diseases and biological weapons will mens from all major plant taxa, student-devised Biology 79

also be discussed. Three hours lecture, three hours research project. Three hours lecture, three hours laboratory per week. laboratory per week. (Shawn McCafferty) (Robert L. Morris) 317. Molecular Ecology and Evolution 347. Endocrinology An introduction to the concepts and issues in The mechanisms by which various hormones molecular evolution and the emerging field of produce their actions. Emphasis on hormone molecular ecology. Course emphasizes the unique receptors, the binding of hormones to receptors insights provided by the application of molecular and the subsequent effector-induced responses. methods to questions in ecology and evolution. Topics include production, release, distribution and Topics include rates and processes of molecular metabolism of hormones. Aspects of endocrine evolution, phylogenetic systematics, phylogeogra- pathophysiology and evolutionary aspects of endo- phy, population genetics, forensics and conserva- crinology will be discussed. A library research paper tion genetics. Three hours lecture and three hours using primary literature and an oral presentation of laboratory per week. the paper is also included. Three hours lecture and (Shawn McCafferty) discussion per week. (Edmund Y. Tong) 318. Tropical Field Biology An exploration of the biology of tropical rain forests 348. Advanced Physiology and coral reefs. Course will be taught in alternating In-depth study of physiology and biophysics of the years in Costa Rica and Belize. Previous 200-level cardiovascular-respiratory system at organismal, courses in biology and permission of the instructors cellular and subcellular levels. Discussion topics required. include pathophysiological conditions, physical (Shawn McCafferty, Scott W. Shumway) stress, environmental effects. Laboratory includes techniques and instrumentation in animal and 321. Immunology An overview of the mammalian immune system human physiological experimentation. Three hours with an emphasis on humans by using medical lecture, three hours laboratory per week. case studies. Topics will include: immune cell types, (Edmund Y. Tong) antibodies, self and non-self recognition, vaccina- 361. Vernal Pool Conservation Biology tions and HIV/AIDS. Student will review selected An introduction to the biology of vernal pools and journal articles and write a paper reviewing a their inhabitants, conservation issues surrounding disease of their choice. Three hours of lecture per vernal pools and the science required to under- week. stand those issues. Students will actively engage (Shari Morris) in research on vernal pools. Three hours per week plus research projects and fieldwork. 323. Behavioral Neuroscience See Psy 323. (Scott W. Shumway) 364. Freshwater and Marine Botany 324. Neurobiology Organization and function of nervous systems Taxonomy, ecology, evolution and economics emphasizing cellular and molecular mechanisms. of cyanobacteria, algae and plants inhabiting Topics include cell biology of neurons, neuron freshwater and marine ecosystems. Lake, estuary, growth, motor proteins and the cytoskeleton, physi- rocky intertidal, open ocean, kelp bed, seagrass, ology of excitable membranes and biological cir- salt marsh and mangrove ecosystems will be cuits. Laboratory emphasizes experimental methods studied. Labs will include collecting trips to local and includes tissue culture and microscopy. Three lakes, estuaries, salt marsh and beaches as well hours lecture, three hours laboratory per week. as culture and microscopic examination of algae. (Robert L. Morris) Three hours lecture and discussion, three hours laboratory per week. 331. Advanced Marine Biology (Scott W. Shumway) A detailed analysis of marine environments and the adaptations of animals to marine habitats. 375. Ornithology Topics include physical oceanography, life in flowing The study of the origin, anatomy, physiology, fluids and physiological adaptations to the marine classification, behavior and ecology of birds. Much environments. Lecture, laboratory and mandatory emphasis on fieldwork. Three hours lecture, three field trips are tightly integrated and culminate in hours laboratory per week. completion of an individually chosen, collaborative (John Kricher) 80 Biology

390. Biology of Fishes Through Williams College-Mystic Seaport Maritime Through the Marine Studies Consortium. Studies Program Marine Ecology (200 level) 399. Selected Topics Discussion and research on special aspects of Oceanography (200 level) biology such as animal or plant physiology, animal Through Marine Biological Laboratory Semester in development, ecology, microbiology and genet- Environmental Science ics; content varies with the interest of students Aquatic Ecosystems (300 level) and instructors. Offered at the discretion of the Terrestrial Ecosystems (300 level) department. Mathematical Modeling of Ecosystems (300 level) 401. Senior Seminar Microbial Methods in Ecology (300 level) One-semester seminar on a topic involving broad areas of biology. Students will be asked to study at least one specific topic in depth, resulting in written and oral presentations. Chemistry 402. Senior Seminar One-semester seminar on a topic involving broad Chair: Laura Muller areas of biology. Students will be asked to study at Faculty: Benoit, Cockcroft, Evans, Kalberg, Lane, least one specific topic in depth, resulting in written Pastra-Landis, Stewart, Sweet and oral presentations. The curriculum of the Chemistry Department 499. Independent Research (one semester) includes introductory courses both for students who One-semester independent research supervised by have studied chemistry previously and for those a member of the Biology Department. Approval of who are beginning the subject. These courses aim the department is required. for a broad understanding of scientific theories and 500. Individual Research (two or more semesters) methods as well as an appreciation of the interplay Two semesters are normally required for depart- between science, the environment and society. They mental honors. emphasize both theory and experimentation and Two to four semester courses. Members of the prepare students for further study in graduate and department supervise the individual research of medical schools, academic or industrial research, a limited number of advanced students with a and secondary-level teaching. The use of modern B+ average in the major and a B average overall. instruments and computers for data acquisition as Preliminary consultation with advisors in the area well as data analysis is an integral part of laboratory of the student’s special interest and the approval of work. Supervised individual research is encouraged. the department are required. Major 999. Course Offerings through Affiliated Institutions Chemistry courses Additional information may be obtained about Chem 153 Chemical Principles course offerings through affiliated institutions Chem 154 Inorganic Reactions (Williams-Mystic, MBL and Marine Studies Chem 253 Organic Chemistry I Consortium) at the Academic Advising Office and the department web pages. Chem 254 Organic Chemistry II Chem 331 Analytical Chemistry I Through the Marine Studies Consortium Chem 332 Analytical Chemistry II Bio 290 Biology of Whales Chem 355 Physical Chemistry I Bio 291 Introduction to Marine Mammals Chem 356 Physical Chemistry II Bio 380 Wetlands Ecology, Hydrology, Restoration Chem 361 Advanced Inorganic Chemistry Bio 390 Biology of Fishes Chem 400 Seminar Bio 391 Wetlands Int 210 Water Resources Planning and Additional courses Management Phys 170 Introductory Physics I Int 215 Coastal Zone Management Phys 171 Introductory Physics II Math 104 Calculus II Chemistry 81

An additional course in mathematics is recommend- art. Two two-and-one-half-hour integrated lab/lec- ed for students contemplating graduate studies. ture meetings per week. The curriculum offered for those planning to (Laura Muller) major in chemistry is certified by the American Connections: Conx 20047 Molecules to Chemical Society. Certification requires the courses Masterpieces needed for the major plus Chem 362 and Chem 153. Chemical Principles 305. Chem 500 can be substituted for Chem 305, if Basic concepts: atomic structure, chemical reac- the independent work is in biochemistry. tions, thermochemistry, gas laws, quantum theory, Combined majors with other departments such electron configurations, periodic relationships, as biology, physics, political science or art can be chemical bonding and structure. Designed for sci- arranged. ence majors. Three hours lecture and three hours laboratory per week. Minor (Jani Benoit) Any five chemistry courses including one at the 300 level. Only two courses can be at the 100 level. 154. Inorganic Reactions Properties of liquids and solutions, aqueous Courses equilibria, precipitation reactions, acids and bases, 103. Chemistry and Your Environment reaction rates, oxidation-reduction, electrochemistry, Fundamental chemical principles and chemical qualitative analysis and nuclear chemistry. Three aspects of air and water pollution as well as energy hours lecture and three hours laboratory per week. production and resources. For the non-science (Laura Muller) major who desires an introduction to chemistry 253. Organic Chemistry I with applications to environmental problems. Three The chemistry of carbon compounds, including hours lecture and two hours laboratory per week. structure and bonding, acid-base properties and No prior knowledge of chemistry required. stereochemistry. Theory of reaction mechanisms, (Jani Benoit, Matthew Evans) methods of synthesis and spectroscopy. The Connections: Conx 23009 The Environment chemistry of alkanes, alkenes, alkyl halides and free 104. The Chemistry of Life radicals. In the laboratory, fundamental techniques Fundamental principles of organic chemistry leading for the isolation, purification and characterization of up to a discussion of biologically relevant molecules. organic compounds. Three hours lecture and four Topics covered include amino acids, proteins, lipids, hours laboratory per week. carbohydrates and pharmaceuticals along with (Christopher Kalberg, Nancy Lane) some discussion of the biological effects of each. 254. Organic Chemistry II Three hours lecture and two hours laboratory per A continuation of Chem 253. The chemistry of week. aromatic, carbonyl and acyl compounds. In the (Christopher Kalberg) laboratory organic reactions and synthesis projects, 109. Edible Chemicals including isolation and mass, infrared, uv and nmr For the non-science major who is interested in the spectroscopy. Three hours lecture and four hours chemical basis of food and cooking. The focus is on laboratory per week. the chemical constituents of food, their structures, (Christopher Kalberg, Nancy Lane) functional properties and interactions. The labora- 303. Current Problems in Environmental Chemistry tory component examines chemical characteristics An overview of major biogeochemical pathways and of carbohydrates, proteins, lipids and micronutri- basic principles of atmospheric and aquatic chem- ents. Genetically modified foods are discussed, with istry, highlighting human perturbation of natural attention to their potential and their problems. Three cycles. Investigation of significant environmental hours lecture and two hours laboratory per week. problems, including air and water pollution, ozone (Elita Pastra-Landis) depletion, global warming and hazardous wastes, Connections: Conx 23002 Food with an emphasis on reading scientific literature and writing science papers. Three hours lecture per 145. Art, Color and Chemistry The scientific basis of art media including the week. chemical basis for color, molecular interactions and (Matthew Evans) reactions involved in the creation of works of art Connections: and methods for dating and authenticating works of Conx 23009 The Environment Conx 20048 Environmental Problem Solving 82 Chemistry

305. Biochemistry 400. Seminar See Bio 305. Selected topics from contemporary chemistry. (Laura Muller) 331. Analytical Chemistry I Chemical equilibrium and its application to the 500. Individual Research analysis of inorganic substances, including Research under the direction of individual depart- neutralization and complexometric titrations and ment members for two semester course credits. A optical methods. Three hours lecture and four hours thesis is required of each student. laboratory per week. (Laura Muller) Connections: Conx 20044 Mathematics of Chemical Analysis Chinese 332. Analytical Chemistry II Jianping Ge and Shining Zou Theory and application of electrochemistry and separation techniques to the solution of chemi- Courses cal problems. Three hours lecture and four hours laboratory per week. 101. Introduction to Chinese This course is to provide the first-time learner basic (Jani Benoit) knowledge and skills in Chinese. We utilize the Connections: Conx 20044 Mathematics of Pin-Yin system to enable us to recognize Chinese Chemical Analysis sounds. Next, an introduction to spoken and written 355. Physical Chemistry I modern Chinese. We also introduce written simpli- Thermodynamics as a basis for consideration of the fied characters. properties of matter, electrolytic and nonelectrolytic There are three objectives for this class: solutions and electrochemistry. Three hours lecture speaking and listening, reading and writing, and and four hours laboratory per week. Chinese culture. The hope is that students will use Connections: Conx 20045 Mathematical Tools for Chinese as a means of communication. Students Chemistry are encouraged to take any opportunity to develop the speaking and listening skill. Next is reading and 356. Physical Chemistry II writing; by the end of the year, students will be able Reaction kinetics with applications to mechanisms to read a short article such as a personal ad, a job and quantum mechanics. Three hours lecture and announcement, or movie listings. For writing, stu- four hours laboratory per week. dents will learn to put into writing what they have (Laura Muller) already learned to express orally. The final, and Connections: Conx 20045 Mathematical Tools for perhaps most important, objective of the course Chemistry is to gain an understanding of the wide variety of 361. Advanced Inorganic Chemistry nuances of the Chinese culture. Principles of bonding, structure and reactions in (Shining Zou) inorganic chemistry, with emphasis on transi- 102. Introduction to Chinese tion metal complexes. This includes correlation of A continuation of Chin 101. structure and reactivity, symmetry and group theory, (Shining Zou) organometallics and catalysis. Three hours lecture and four hours laboratory per week. 201. Intermediate Mandarin Chinese (Christopher Kalberg) This is an intermediate level course for modern Chinese (Putonghua). The course builds on the 362. Advanced Organic Chemistry work from the Introductory Chinese course. Structure and reactivity of organic compounds Chinese phonics and basic grammar will be including reaction mechanisms and synthetic meth- introduced through lectures, exercises and assign- ods. Discussion of primary journal reports of recent ments. The course will concentrate on acquiring synthetic accomplishments. A common theme the ability to understand and produce Chinese at throughout the course is carbon-carbon bond-form- the paragraph level, such as factual description ing reactions. Three hours lecture and four hours and narration in various content areas, as well as laboratory per week. clear expression in intermediate level situations. (Christopher Kalberg, Nancy Lane) The course will also help students to develop their abilities to communicate in daily life. We will Classics 83

focus on daily usage, e.g., describing everyday in special preparation for the teaching of Greek or activities and talking about experiences. The Latin at the secondary level. supplemental curriculum may introduce course- Minor related information about Chinese culture, customs, history, modern social life, and current events. For Minors are available in each of the separate better understanding and practicing, multimedia concentrations: Greek, Latin, classics and classical materials will be used in the class occasionally. civilization. (Jianping Ge) Courses 202. Intermediate Mandarin Chinese A continuation of Chin 201. Classical civilization (readings in English) (Jianping Ge) 130. Egypt in the Greco-Roman World A study of the influence of ancient Egyptian culture in the Greco-Roman world. Lectures and discus- sions will examine the historical, economic, literary, Classics artistic and religious ties between Egypt and Greece from the Bronze Age to late antiquity and the early Chair: Joel C. Relihan Christian era. Faculty: Evans, Lech, Schell (Joel C. Relihan) The Classics Department offers courses in the 135. Myth and Folklore languages, literatures and cultures of Greek and Mythology and mythography of the Greeks and Roman antiquity. Romans, focusing on tales of the Trojan War. All concentrators in classical languages are Comparison with myths of the ancient Near East and encouraged to participate in foreign study and other cultures; discussion of what myths are and archaeological programs and substitutions for what they reveal about the societies from which they some requirements may be allowed for those who come. undertake them. (Nancy Evans, Joel C. Relihan) Major Topics in classical literature The major programs in classics (nine courses, The following courses are offered at both the 200 with at least three at the 300 level or above) allow and the 300 level. students to concentrate in either of the languages 254/354. The Drama of Fifth Century Athens individually (Greek, Latin), in the two languages The explosion of political and intellectual energy combined (classics) or in literature and culture (clas- in Athens in the fifth century and its repercus- sical civilization). Concentrators in the languages will sions, focusing on Greek historical texts (Herodotus plan with their advisor a selection of complementary and Thucydides) and Greek drama (text, theatre, classical civilization courses (Arth 273 and Arth performance, interpretation). Topics will include the evolution of the Athenian Empire after the Persian 274, Phil 203 and Rel 110 and Rel 210 count as War; the interrelationships of politics, religion and classics); concentrators in classical civilization are the arts; the diverse forms of comedy and tragedy; required to take three semester courses in either and the dissolution of Athenian power after the Greek or Latin. All concentrators are encouraged to Peloponnesian War. Classics 254 forms a connection complete a senior thesis; they are also encouraged with Thea 351. to participate in foreign study and archaeological (Nancy Evans) programs. Connections: Conx 20046 The Greeks on Stage Ancient Studies 256/356. The Ancient Romance The classics and religion departments have drawn Stories of lovers destined to be separated and up guidelines for an interdepartmental major in reunited, of pirates and thieves, false death and ancient studies. In addition, the Classics Department miraculous revival, of identity lost and found. From will work with students to provide individualized Homer’s Odyssey through Daphnis and Chloe and programs when necessary or appropriate: in other The Ethiopian Tale to utopian and picaresque litera- interdisciplinary studies; in special preparation for ture, Petronius’ Satyricon and the historical fantasy graduate work in classics or classical archaeology; The Romance of Alexander the Great. (Joel C. Relihan) 84 Classics

354. The Drama of Fifth Century Athens 362. The Ancient Landscape: From Mythology to (See Clas 254. Students at the 300 level will do Ecology extra reading, writing and research in projects (See Clas 262. Students at the 300 level will do directed by the instructor.) extra reading, writing and research in projects (Nancy Evans) directed by the instructor.) 356. The Ancient Romance 366. Women, Power, and Paganism (See Clas 256. Students at the 300 level will do (See Clas 266. Students at the 300 level will do extra reading, writing and research in projects extra reading, writing and research in projects directed by the instructor.) directed by the instructor.) (Joel C. Relihan) (Keeley Schell)

Topics in classical civilization Seminar The following courses are offered at both the 200 401. Senior Seminar and the 300 level. All 300-level courses are desig- (Joel C. Relihan) nated Writing Intensive. Greek courses 205/305. The Fall of the Roman Republic The history of Rome from 133 B.C.E. to 69 C.E.: 101. Elementary Greek the problems of empire, the fall of the Roman A two-semester course that covers the essential Republic, “band-aid” solutions, civil wars and, grammar of classical Greek and introduces students finally, Augustus and the infamous Julio-Claudians. to the reading of simple Attic prose. Resources in the Emphasis on political, intellectual and social audio lab and the computer lab will assist students in changes. proper pronunciation and in drill and review. (Nancy Evans) 262/362. The Ancient Landscape: From Mythology to Ecology 213/313. Theologia: Religious and Philosophical The land outside the walls of the city: how it was Inquiry used and abused, praised and feared, personified in Talking about God in Greek: hymns, narratives, myth and religion. Topics will include agriculture and myths, catechisms. Translation and analysis of ancient farming manuals, deforestation, the cult of key texts: Homer and Hesiod, Pre-Socratics and streams and fountains, the divinities of the wild, the Hellenistic philosophers, Septuagint and New Eleusinian mysteries and the literature that idealizes Testament, neo-Platonists. the country life. (Nancy Evans) (Joel C. Relihan) 215/315. Private Lives and Public Citizens 266/366. Women, Power and Paganism A study of the Greek household of the Classical era. An introduction to the study of the public and Key texts include Xenophon’s Oeconomicus and private lives of women in Mediterranean antiquity Lysias’s Murder of Eratosthenes. from classical Athens and Rome to late antiquity (Nancy Evans) (fifth century B.C.E. to fourth century C.E.). The 219/319. Euclid and Greek Mathematics relationship of secular authority to religious custom A study of the origins and development of Greek in the Greco-Roman city-states and empires, and mathematics. Selections primarily from Book I–VI the social status of women within these cultures as of Euclid’s Elements, but with additional materi- understood (and misunderstood) by civic institu- als from late Greek mathematicians. Greek 319 tions and religious customs, including medicine, is the section for more advanced Greek language law, mythology, art and politics. Special attention to students, and includes additional readings from religious practices that allowed women more visible Greek mathematic and scientific texts. and powerful social identities, including state festi- (Joel C. Relihan) vals, the so-called mystery cults, and the emerging 222/322. Homer, Iliad Rabbinic (Jewish) and Christian traditions. Achilles and Hector at the walls of Troy. Selections (Keeley C. Schell) from the Iliad. 305. The Fall of the Roman Republic (Nancy Evans) (See Clas 205. Students at the 300 level will do 224/324. Homer, Odyssey extra reading, writing and research in projects The wanderings of Odysseus. Selections from the directed by the instructor.) Odyssey , Books 9–12. (Joel C. Relihan) COMPUTER SCIENCE 85

226/326. Attic Drama from Vergil’s Georgics, Manilius’s Astronomica, The tragic hero. Selections from Sophocles and and other lyric and epic poets who describe the Euripides. constellations and the Zodiac. (Keeley C. Schell) (Joel C. Relihan) 290/291. Tutorial in Coptic 226/326. Eros and Erato: Love Poetry in the Roman A yearlong course introducing students of Greek to World the study of Sahidic Coptic. The first semester cov- The study of the conventions of love and of poetry. ers basic grammar; the second semester is devoted Selections from the lyric Horace and Catullus and to the study of Coptic Biblical texts and their Greek the elegiac Ovid; love poetry from late antiquity and originals and then to Coptic Gnostic texts. the Latin Middle Ages will also be read. (Joel C. Relihan) 228/328. Epics and Heroes 351. Elementary Greek Prose Composition Selections primarily from Vergil’s Aeneid. Heroic and anti-heroic conventions in Ovid’s 352. Advanced Greek Prose Composition Metamorphoses and in the Silver Latin epic will Latin courses also be addressed. 101. Elementary Latin 351. Elementary Latin Prose Composition A two-semester course that covers the essential (Joel C. Relihan) grammar of classical Latin and introduces students 352. Advanced Latin Prose Composition to the reading of simple Latin prose. Resources (Joel C. Relihan) in the audio lab and the computer lab will assist students in proper pronunciation and in drill and review. (Keeley C. Schell) Computer Science 211/311. From Romulus to Rome The legendary history of Rome. Selections from the Coordinator: Michael B. Gousie Roman historians, primarily Livy; the relationship Faculty: LeBlanc, Michaud between myth and history in the Romans’ view of their origins. It is an exciting time to study computing. From science to the humanities, computing is at the 213/313. Latin Epistolography center of interdisciplinary scholarship and research. The study of Roman letters and the development of Computer science at Wheaton falls into three the edited collection of letters as a Roman literary genre. Readings will be from Cicero, Fronto, Pliny, categories: (1) a major, (2) a minor or (3) an inter- and Augustine. disciplinary major (see Mathematics and Computer (Keeley C. Schell) Science). A complete look at our computer science faculty, students and program can be found on 215/315. The Crisis of the Roman Republic our Web page at: http://www.wheatoncollege. Social, political and military factors leading to the crisis of the end of the Roman Republic. Readings edu/Acad/ComputerScience. will be from Caesar, Sallust, Cicero, and Velleius Studies in computer science provide students Paterculus. with the necessary background and skills to design and write software for tomorrow’s computing 217/317. Roman Satire tools. The major prepares students for graduate The origins and development of Roman prose and programs in computer science and/or careers in verse satire. Texts will include Horace’s Satires, the computing industry. The minor addresses the Petronius’s Satyricon and Seneca’s Apocolocyntosis. changing needs of a liberally educated person in a (Joel C. Relihan) technological society. 222/322. Roman Comedy Selections from Plautus and Terence and a con- Facilities sideration of the origins and development of comic Wheaton provides an impressive array of computa- drama in the ancient world. tional work environments for students in computer science courses. In addition to fully networked 224/324. Poetry in Motion: Didactic Poetry and Roman Science dorm rooms, wireless access, campus class- An introduction to classical poetry through the study rooms and labs, a dedicated computer science of the poetics of observational astronomy. Selections lab features 20 dual-boot Windows/Linux servers. 86 Computer Science

A networked classroom provides experience in Three math core courses, to include Mac OS X. Working in a blend of these different Math 211 Discrete Mathematics and two from: operating systems and providing a broad range of Comp 111 Foundations of Computing Theory experience, students use a number of development Math 101 or Math 102 Calculus I with Economic environments as they gain experience in an array Applications of different programming languages, including Math 104 Calculus II C/C++, Java, Perl and LISP. Math 221 Linear Algebra Connections Two additional Computer Science (or Mathematics The department embraces Wheaton’s commitment with permission) electives both at the 300 level. to connections, especially in linking computing to A senior seminar. the liberal arts. New entry-level offerings include Comp 401 Senior Seminar “Computing and Texts,” connecting “Computing for Poets” with the English department’s “Anglo-Saxon Requirement effective with the class of 2009 Literature” or “J.R.R. Tolkien.” Another new con- The major in computer science consists of a nection is “Graphic Design and Web Programming,” minimum of 12 courses: seven core computer connecting “Graphic Design I” in the Art de- science courses, plus two mathematics courses, partment with “Web Programming, Graphics, a senior seminar and two electives at or above and Design.” These courses join “Computer the 200 level. For those students who place out of Architecture,” “Genes in Context,” “Logic and the introductory course(s), the additional course(s) Programming” and “Visualizing Information” in needed to meet the minimum requirement will be computer science’s growing list of connections. determined in consultation with the department. Courses used to fulfill the major requirements Major may not be taken on a pass/fail basis. To major in Requirements for students who entered Wheaton computer science, the department strongly recom- before Fall 2005 mends that students achieve at least a C+ average The major in computer science consists of a in the first two computer science courses and that minimum of 12 courses: six core computer the first two math courses be completed by the science courses, three mathematics courses, a second year. senior seminar and two electives with at least five Required courses of those courses at the 300 level or above. For Comp 111 Foundations of Computing Theory those students who place out of the introductory Comp 115 Robots, Games, and Problem Solving course(s), the additional course(s) needed to meet the minimum requirement will be determined in Comp 116 Data Structures consultation with the department. Courses used (strongly recommend at least a combined 2.67 to fulfill the major requirements may not be taken GPA in these courses to continue) on a pass/fail basis. To major in computer science, Four Computer Science core courses the department strongly recommends that students Comp 215 Algorithms achieve at least a C+ average in the first two com- Comp 220 Computer Organization and Assembly puter science courses and that the first two math Language courses be completed by the second year. Select two of the following Required courses Comp 335 Principles of Programming Languages Comp 115 Robots, Games, and Problem Solving Comp 345 Operating Systems Comp 116 Data Structures Comp 375 Theory of Computation Comp 215 Algorithms Two Math courses Comp 220 Computer Organization and Assembly Math 211 Discrete Mathematics and at least one Language more from: Select two of these three: Math 202 Cryptography Comp 335 Principles of Programming Languages Math 216 Computational Molecular Biology Comp 345 Operating Systems Math 221 Linear Algebra Comp 375 Theory of Computation Math 101 Calculus I or Math 102 Calculus I with Economic Applications Computer Science 87

Electives games using a precise vocabulary that reflects real Two additional Computer Science (or Mathematics programming techniques. with permission) at or above the 200-level. (Lisa N. Michaud, Mark D. LeBlanc) Comp 242 DNA 111. Foundations of Computing Theory Comp 255 Artificial Intelligence Discrete mathematics represents the core math- Comp 325 Database Systems ematical and problem-solving principles in computer science education. It is not possible to make creative Comp 365 Computer Graphics and effective use of computers without involving Comp 399 Independent Study oneself in mathematical considerations. This course Comp 499 Independent Research introduces many of the mathematical concepts Capstone that appear later in the computer science major. Comp 401 Senior Seminar Everyday scenarios are related to discrete topics including algorithms, networks and data communi- Minor cation, parity and error, finite state machines, regular The minor in computer science requires completion expressions, matrices, propositional logic, Boolean of six courses: five required courses (one at the algebra, sets and relations in databases, and graphs 300 level) and one supporting course. and trees. Students use these techniques to solve real-world problems, such as forming SQL queries, Required courses designing shortest-path communications between Comp 115 Robots, Games, and Problem Solving cell towers and pattern matching across entire Comp 116 Data Structures genomes and volumes of English text. Comp 215 Algorithms (Mark D. LeBlanc, Lisa N. Michaud) Comp 111 Foundations of Computing Theory 115. Robots, Games, and Problem Solving or Math 211 Discrete Mathematics Problem-solving techniques and algorithm develop- One 300-level Computer Science course. ment with emphasis on program design, introductory numerical methods and object-oriented program- Supporting course (only one is needed) ming from the client perspective. This course is any 100-level Computer Science course intended for those seeking a thorough and rigorous Math 101 Calculus I exposure to programming; an ideal course for those Math 102 Calculus I with Economic Applications considering graduate school in any field. Topics covered include C++ syntax, coding, debugging, Phys 110 Electronic Circuits testing and good documentation style. Concepts Phys 170 Introductory Physics I include arithmetic and logical operations; simple Courses input and output; functions and the introductory data structures of arrays, records and classes. Three 106. Basics of Computing hours of lecture and a two-hour laboratory per week. Computers may be one of the most ubiquitous tools (previously Programming Fundamentals) in today’s technology-saturated life, but the task- (Lisa N. Michaud, Michael B. Gousie, Mark D. oriented view many users have may be a limited LeBlanc) one. While the computer is an excellent vehicle for word processing or online communication with Connections: Conx 20016 Logic and Programming friends and family, its strength lies in the ways it 116. Data Structures can be applied as a universal tool toward a broad An introduction to the theoretical and practical range of real-world problems. This course explores aspects of data structures. Emphasis is on abstract the true nature of computers from the inside out, data types and the use of the C++ class mechanism beginning with the physical nature of the machine to support their implementations. Examples include within the box and journeying through the layers of stacks, queues, linked lists, binary search trees, and how it functions and the underlying mathematical general trees and their applications. Pointers and concepts. Along the way, computer programming recursion are used in some implementations. Three becomes both accessible and fun through “Alice,” hours of lecture and a two-hour laboratory per week. an animation-rich 3D environment in which the (Michael B. Gousie, programmer designs worlds and instructs virtual Mark D. LeBlanc, Lisa N. Michaud) actors to animate scenes, perform tasks and play 131. Computing for Poets The use of computers to manage the storage and 88 Computer Science retrieval of written texts creates new opportunities instructions are translated to the binary instruc- for scholars of ancient and other written works. tions of a traditional 32-bit machine language. Recent advances in computer software, hypertext Addressing modes and stack behavior related to and database methodologies have made it pos- subroutine calls are discussed in detail. sible to ask novel questions about a story, a trilogy, The computer organization portion of the an anthology or corpus. This course teaches course discusses gates, storage circuits, the computer programming as a vehicle to explore the arithmetic and logic unit, fetch/execute cycles and formal symbol systems currently used to define data paths. Microcoding is discussed in detail. our digital libraries of text. Programming facilitates The question of performance, in relation to a top-down thinking and practice with real-world computer’s architecture and the choices made by problem-solving skills such as problem decompo- programmers, is a major theme throughout the sition and writing algorithms. course. (Mark D. LeBlanc) (Michael B. Gousie) Connections: Conx 20037 Poetry and the Connections: Conx 20022 Computer Architecture Computer, Conx 20056 Computing and Texts 242. DNA 161. Web Programming, Graphics and Design An amazing blend of biology, chemistry, computing As Web pages proliferate on the Internet, it is and mathematics emerges when considering the becoming increasingly important to understand molecule “Deoxyribonucleic Acid” (DNA). DNA is today’s technology. This course covers basic Web the blueprint of life for all organisms on Earth and page design and creation using current software throughout evolutionary time. This course explores tools. Web pages are brought to life by adding DNA from the following four points of view: mo- custom graphics. Web programming is covered, lecular biology, applied mathematics, evolutionary using Flash/ActionScript or a similar language. biology and computer science. Students will ana- Programming allows students to create more lyze DNA sequences by learning to write computer sophisticated pages that include user interaction, programs (software) in the language Perl. Learning animation and more realistic computer graphics. to write programs is a pure, distilled form of Students practice many concepts while in the problem solving, a vital skill for many careers and classroom and design and program their own Web graduate studies. Historical and ethical aspects of pages as a major component of the course. DNA are discussed. Counts as a related course in (Michael B. Gousie) the biology major and as a 200-level elective in Connections: Conx 20042 Graphic Design and the computer science major. Web Programming (Betsey Dexter Dyer, Mark D. LeBlanc) Connections: Conx 20015 Genes in Context 215. Algorithms An introduction to the mathematical foundations, 255. Artificial Intelligence design, implementation and computational analy- The idea of a thinking machine captivates us as a sis of fundamental algorithms. Problems include culture and our long struggle toward an approxi- heuristic searching, sorting, several graph theory mation of that goal has pushed us to examine problems, DNA string matching and the theoretical what underlies our own thought processes and expression of their orders of growth. Out-of-class how we may create problem-solving models based assignments and in-class labs emphasize the on different definitions of what constitutes “intel- balance between theoretical hypotheses and ex- ligence.” This course examines the fundamentals perimental verification. C/C++, Java, Perl or Maple of artificial intelligence, including searching for are applied to various solutions. Three hours of problem solutions, game playing, logical reason- lecture and a two-hour laboratory per week. ing, task planning and robotics. We also explore (Mark D. LeBlanc, Lisa N. Michaud) the advanced topics of natural language com- Connections: Conx 20015 Genes in Context munication between man and machine and the challenge of designing a machine that learns from 220. Computer Organization and Assembly experience. (previously COMP 355) Language (Lisa N. Michaud, Mark D. LeBlanc) A detailed look at the internal organization and logic of computers. 325. Database Systems The programming portion of the course consid- In an age of information, it is crucial to understand ers a common assembly language and how such how to design systems to manage and organize Computer Science 89

potentially large collections of data. This course as time permits. Major programming projects put involves an in-depth study of the issues involved in theory into practice, using OpenGL or other com- today’s database management systems (DBMS). puter graphics application programmer interfaces. Topics include the theories behind database archi- (Michael B. Gousie) tecture (including the relational model), database Connections: Conx 23012 Visualizing Information design and DBMS implementation, as well as the collection, organization and retrieval of data 375. Theory of Computation through query languages such as SQL. Many complex problems can be solved using a (Lisa N. Michaud) finite state machine approach. This course is a look at various kinds of such theoretical machines 335. Principles of Programming Languages and how understanding them can lead to practical A theoretical study of the principles that govern solutions to programming problems. Topics include the design and implementation of contemporary regular languages, context-free languages, finite programming languages. This includes language automata, pushdown automata, nondeterminism syntax (lexical properties, BNF notation and pars- and Turing machines. The halting problem and the ing); language representations (data structures, problem of computability versus undecidability are control structures and runtime environments); investigated. The topics are shown to have appli- and practical experience with language styles (pro- cations to compiler design; portions of a compiler cedural, functional, logical and object-oriented). are implemented in a major project. Particular focus is on object-oriented languages. (Michael B. Gousie) Labs, homework and programming assignments include selections from languages that are 399. Independent Study object-oriented (Java, C++, C#), functional (LISP), An individual or small-group study in computer declarative (PROLOG) and used for data-interface science under the direction of an approved advisor. (PERL), building system tools (C) and object-based An individual or small group works on the concep- applications (Visual Basic). tion, design and implementation of a significant (Michael B. Gousie, Mark D. LeBlanc) computer science project. Interdisciplinary projects are strongly encouraged. Students are also 345. Operating Systems expected to assume a greater responsibility in the Operating systems are the software core of form of leading discussions and working examples. computers. This most fundamental of all system programs controls all of the computer’s resources 401. Senior Seminar and provides the base upon which all application A seminar featuring historical and/or contemporary programs are written. The course introduces the topics in computer science. Roundtable discus- theoretical structure of current computer operating sions, student-led presentations, writing and a systems, including batch, multiprogramming and major programming project are featured. multiprocessor systems. Specific strategies for 499. Independent Research input-output, interrupt handling, file management An individual research project in computer sci- and concurrency are discussed. Practical experi- ence under the direction of an approved advisor. ence is gained by writing module simulations, Typically, this involves a review of the primary implementing concurrency by using threads and literature that leads to the design and implementa- altering actual operating system software. tion of a computational experiment or the develop- (Michael B. Gousie) ment of a large software system. 365. Computer Graphics 500. Individual Research A look at many of the mathematical tools, data Research under the direction of individual comput- structures, algorithms and hardware associated er science faculty for two semester course credits. with the creation of imagery on the computer. The A thesis is required of each student enrolled in this course covers aspects such as animation, 3-D course. geometric transformations, projections, shading, texture mapping, viewing, and visible surface determination. Modeling techniques, including fractals, surfaces of rotation and L-systems are discussed. Advanced topics such as ray tracing, radiosity, shadows and other effects are covered 90 Connections

23001. African Worlds Connections The African Worlds connection enables students to Wheaton’s unique Connections program provides explore the range of interrelated cultures, histories, an exciting way to explore different areas of knowl- politics, art and intellectual contributions of African people living south of the Sahara. A combination of edge and different approaches to problems. All disciplinary perspectives is critical to understanding Wheaton students must take either two sets of two- the contemporary challenges that face the conti- course connections (a total of four courses), or one nent. Common areas of concern explored in this set of three connected courses. Courses are linked connection include the precolonial legacy of African across any two of six academic areas: creative arts, cultures and civilizations and how they interacted humanities, history, math and computer science, with other parts of the world system; the impact natural sciences, and social sciences. of European colonial overrule; the link between Students are also invited to discover their own politics, art, performance and ritual; and the impact possible linked courses, and to approach the faculty of African cultures on Europe and the Americas. and propose a connection. Students are encour- This may be completed as a two- or three- aged to think about possible connections early on, course connection; students completing only two though many will prefer to fulfill this requirement courses should be sure that each course is in a in their sophomore year. (Note that if the chosen different area. These courses may also be included connections do not include courses from all three in the African, African American, Diaspora Studies of the traditional academic divisions—arts and minor concentration. humanities, natural sciences, and social scienc- Connections: Anth 225 Peoples and Cultures of es—students will be expected to take at least one Africa and/or Eng 245 African Literature and/or course in the missing division[s]. Faculty advisors Musc 212 World Music: Africa and the Americas help students plan accordingly.) and/or Hist 143 Africans on Africa: A Survey and/or Courses Pols 203 African Politics and/or Arth 212 African Visual Cultures and/or Arth 312 Contemporary 23007. African Diaspora in New World African Arts The courses in this connection connect the tradition of African American music to important aspects of 23013. Animal Power in Religion, Art and Science American history and culture as studied from the Students taking these connected courses will learn perspectives of history and/or sociology. Students to explore religious themes through visual forms, in will learn to contextualize material across courses addition to their more typical expression in textual in these disciplines. History and sociology address media, and will draw inspiration and a content base issues of race and ethnicity, resistance, the church, from this background information as they develop community building, and the historical, political their own creative expression. They should plan to and economic backgrounds of these issues. Music enroll in the courses in the same semester, choos- explores the intangible reservoir of creativity and ing whichever of the three studio courses is offered spiritual energy that helped an oppressed com- when the religion course is available. Rel 277 munity not only to survive, but to flourish artistically. begins with myths and visual images of animals This connection encourages students to synthesize in a variety of religious traditions; both classes will history and sociology with artistic and theological participate in a field trip which offers the opportuni- issues through music. ty to observe how animals are featured in religious This may be completed as a two- or three- art. Art students will present their creative work to course connection. All connections must include the rest of the students in the religion course for at least one of the music courses; two-course critique at the end of the semester. connections must be constructed with courses from Connections: Rel 277 Religion and Animals and/or different departments. Bio 226 or Psy 226 Comparative Animal Behavior Connections: Musc 272 African American Originals with Arts 215 Relief Printmaking or Arts 315 I: Spirituals, Blues and All That Jazz and/or Musc Intaglio Printmaking or Arts 325 Lithography 273 African American Originals II: Rhythm and 20026. Biopharma Blues, Rock and Contemporary Jazz with Hist 209 Students taking these two courses will have coordi- African American History to 1877 and/or Hist 210 nated opportunities to study the global pharmaceu- African American History: 1877 to the Present tical industry, which has grown into a multibil- and/or Soc 230 Race and Ethnicity and/or Wmst lion-dollar enterprise merging economic principles 315 Black Feminist Theory and biomedical research to develop and distribute Connections 91

therapeutics around the world. Students in Bio 112 20061. Body and Mind are introduced to modern cell and molecular biol- This connection seeks to explore the relationship ogy in both lecture and laboratory settings, while between mental life and the physical body. Often those in Econ 112 are introduced to the behaviors this relationship between the two is misunderstood, of economic markets, pricing and product distribu- or, even worse, taken for granted. This is a complex tion. The Biopharma connection will engage “Cells issue, and the goal is to inspire some thought and Genes” students in discussing the economic about (1) how the mind arises from the physical implications of the biomedical research they dis- body, (2) how the function of the brain gives rise cuss and engage “Microeconomics” students in the to the structure of thought, and (3) how damage to process of biological research. the brain can selectively affect cognitive abilities. Shared lecture topics illustrating important Connections: Psy 222 Cognition or Psy 312 principles from both biological and economic Perception or Psy 330 Scientific Approaches perspectives will include vaccine development and to Coonsciousness and Bio 244 Introductory distribution, drug therapy and human cloning, and Physiology the human genome project. Through independent 20010. Body, Form and Motion laboratory research in the Cells and Genes lab, The sequence of presentations in Bio 106 on students will have the opportunity to do an inde- various anatomical and physiological topics will pendent research project in which they design and coincide with lessons and assignments in Arts 230. perform their own experiments, analyze and pres- As students learn the major bones in the human ent their own data and make their own scientific body, they will also create sketches of the articu- discoveries. This project will offer students invalu- lated skeleton. As they learn to draw human figures able insights into the scientific process and into the in the lying, sitting and standing positions and in inevitable pitfalls and occasional breakthroughs that motion, they will study the anatomical features of accompany scientific discovery—insights critical to all the major muscles, the physiology of muscle understanding why RandD budgets are so big in the movement, and cardiovascular and respiratory pharmaceutical industry. changes during physical activity. Students will be Connections: Bio 112 Cells and Genes and Econ expected to produce a “connected” final project. 112 Introduction to Microeconomics For example, a student who draws figures in dif- 23010. Black Aesthetics ferent positions or in motion will write an analytical Black Aesthetics examines African American report that discusses types of major muscle activity contributions to the visual arts, music and literature produced with each position or movement. As stu- of the United States. Placing African American dents understand the anatomical and physiological creativity within historical, sociological and political basis of every bump, angle and curve of figure contexts, students may explore how black artists drawings, they will refine their artistic skills. forged a creative culture that both illustrated their This connection should significantly heighten unique experience and identity and transformed students’ appreciation of science and motivate the arts of the dominant culture within which they them to learn more about the biology of the human worked. body while developing techniques in figure drawing. May be completed as a two- or three-course Connections: Arts 230 Figure Drawing and Anatomy connection; at least two of the four areas and Bio 106 Basic Anatomy and Physiology (Humanities, Creative Arts, History, Social Science) 20041. Colonial Encounters must be represented. This two-course connection examines questions Connections: Arth 263 African American Art or Eng of race, ethnicity, religion, gender and sexuality in 209 African American Literature and Culture or the contexts of empire, nation and transnational Musc 272 African American Originals I: Spirituals, cultural identities. Combining the study of French Blues and All That Jazz or Musc 273 African language and literature with either sociology course American Originals II: Rhythm and Blues, Rock and makes it possible to interrogate colonial and post- Contemporary Jazz with Hist 209 African American colonial discourses, conflicts and identities. History to 1877 or Hist 210 African American Connections: Fr 235 Introduction to Modern French History: 1877 to the Present or Soc 230 Race and Literature with Soc 200 Social Movements or Soc Ethnicity or Pols 327 Black Political Thought or Pols 280 The Asians and America 271 or Pols 371 African American Politics 92 Connections

20018. Communicating Information retical understanding of how data are stored and Information abounds. A liberal arts education transmitted within the structure of a computer. should seek to instill not only the ability to acquire Comp 220 focuses on the workings of a com- and produce information, but also the ability to puter at a relatively high level, looking primarily at organize and communicate it effectively. how data in binary form (0s and 1s) are transmitted Professional/Technical Writing asks students through circuits, from memory through the CPU to articulate problems, make recommendations to arrive at an answer. In order to represent this, and to support those recommendations us- we use the notion of a series of “black boxes” to ing information expressed as numbers, words describe what happens to the data in each com- and visuals. Discrete Math similarly challenges ponent. In Phys 110 (a laboratory-based course), students to analyze information in the form of students actually build these “black boxes” and see problems and to convey those analyses as solu- how the electronic components work. This hands- tions using symbols, words and visuals. Language on approach will give students a much deeper un- and logic, in both courses, are a means of learning derstanding of the components that are discussed material and developing thinking processes; both at a higher level in the computer science course. courses implicitly and explicitly address the false Connections: Comp 220 Computer Organization dichotomy between numbers and words. Students and Assembly Language and Phys 110 Electronic in Professional/Technical Writing learn that data Circuits play a crucial role in the construction of effective professional arguments. 20056. Computing and Texts Additionally, both courses use group problem This connection is a new variation of the “Poetry solving and collaborative communication. An exer- and the Computer” connection. Our goal is to cise involving the description and reproduction of a demonstrate to students how computing can be Lego model in Math 211, for example, parallels an used to investigate textual corpora (specifically the abstract-drawing process-writing exercise in Eng Dictionary or Old English machine-readable corpus 280. Effective communication in both courses also of Anglo-Saxon and the writings of J.R.R. Tolkien). explores the visual display of quantitative informa- Students will use techniques such as word-fre- tion, as students read and design charts, graphs quency counts to investigate and characterize and/or figures; in Eng 280 document design (e.g., authorship, prose and poetic style, and the dating font selection, page layout, spacing, etc.) also of text. In the computer science course students serves as an important rhetorical element. will learn to design introductory experiments and as part of the Methods Section of those experiments, Connections: Eng 280 Professional and Technical learn to write scripts (programs, software) to search Writing and Math 211 Discrete Mathematics textual corpora and gather statistical measures. In 20011. Communication through Art and the English courses they will examine the ways that Mathematics computing-based approaches can mesh with more Art and mathematics are both forms of communi- traditional approaches. cation. The concept of design as communication Connections: Eng 208 Anglo-Saxon Literature or is explored in Arts 250 through traditional and Eng 259 J.R.R. Tolkien with Comp 131 Computing modern typography and design layout. This con- for Poets nection takes the idea of communication through design and extends it to communication through 20032. Cultural Flows in South Asia mathematics, particularly as it is used in advertis- These two courses address sociocultural issues ing. Several topics linking math and computer central to the South Asian region of the world, graphic 3-D representation are incorporated into home to approximately 1.5 billion peoples, and the course and students will use this and other they model for students the strengths of multi- tools to create an advertisement for math that disciplinary approaches to the study of this area. includes prose, verse, song, drawing, graphics Anthropology and ethnomusicology study human and/or other media. culture from distinct but complementary disciplinary Connections: Arts 250 Graphic Design I and Math perspectives. While ethnomusicology is a relatively 127 Colorful Mathematics young discipline with a hybrid theoretical toolbox and a specifically performative focus, anthropology 20022. Computer Architecture brings to bear a broad and deep body of theory on Students taking these two courses will connect the study of social structure and cultural expres- the practical experience and knowledge gained sion. The professors of the two courses will give through creating electronic circuits with a theo- Connections 93

guest lectures in one another’s classes during the necting with a basic course in statistics provides semester. Students who wish to complete this con- a catalyst for students in fully understanding how nection should plan to enroll in both courses in the ecology is done. In turn, students of statistics would same semester. profit from using actual data sets generated by Connections: Anth 295 Peoples and Cultures of ecology students. South Asia and Musc 221 Music and Dance of Connections: Bio 215 Ecology and Math 151 South Asia Accelerated Statistics 20057. Early American Studies 20017. Ecology and Public Policy The courses in this connection address America “Anthropogenic ecology,” the effect of humanity on before the 1860s. Grounded in the interdisciplinary ecosystems, is an emerging area of influence in field American studies, the connection offers stu- ecology and is related to the discipline of conserva- dents an opportunity to employ different disciplinary tion ecology, which in turn deals with such issues approaches to texts that are often shared across as ecosystem management for biodiversity, rein- English and history. As Sam Coale notes in his troduction of native species, elimination of invasive syllabus, “literature has never existed in a vacuum. species and protection of endangered species and It is always a product of its particular era, both ecosystems. While there are many good examples participating in and criticizing it.” of the importance of conservation ecology, none Questions of interpretation characterize both is better than the methods by which the policies disciplines in their approaches to the period. that govern the U.S. national park system are Students in the English course read literary texts formulated. with close attention to the historical contexts in In this connection, Bio 215 deals with the ba- which they were produced. In the history courses, sics of ecology, including anthropogenic examples, students learn to interpret a variety of primary while Pols 321 specifically examines the budget sources, including documents produced by and for of the National Park Service. Students in this governments, narratives and diaries written by in- course role play in making decisions for allocation dividuals, newspapers and other periodicals printed of National Park Service funds. The park service, between 1750 and 1876. Students are as likely to probably the single largest manager of public find themselves listening to or singing folk songs as lands, botanical and animal species, and cultural they are reading novels or learning about electoral artifacts in the world, owns some 357 parks and politics. Central to each course are questions about other designated areas, encompassing 80 million the development of the place that came to be called acres in the United States. America and interactions among the peoples who These connected courses enable students to encountered each other there. learn more about the issues that must be resolved Connections: Eng 253 American Literature to 1865 in making sound budgetary decisions. For ecology and Hist 201 American Colonial History or Hist 202 students, a pragmatic examination of the reality of America: The New Nation, 1776–1836 or Hist 203 budgeting in the area of conservation science will America: The Nation Divided, 1836–1876 add immeasurably to the value of their introduction to the discipline. For political science students, an 20063. Ecology: A Statistical Approach introduction to how an ecologist views the various Ecology is unique among the biological sciences issues in park administration and policy making will for its dependence on applied statistical techniques provide insights about how science informs deci- from experimental design to data analysis. This is sion and priority making. because ecology is a field science and numerous sources of variability affect field-collected data. Connections: Bio 215 Ecology and Pols 321 Public That is, field data typically have much “noise” and Administration and Public Policy it is essential to apply statistical techniques in order 20048. Environmental Problem Solving to detect a “signal.” The emergence of ecology as This connection brings together two courses that a strong, essential science in the latter half of the investigate and shape our relationship with the 20th century is largely due to the availability of com- natural world through analysis and hands-on puters to permit sophisticated and robust statistical practice. It represents a multidisciplinary approach procedures to be applied to large field-generated to exploring the interaction between humans and data sets. This lesson is vital for students of ecology the natural world. It provides an understanding of and is taught during the first labs, then reinforced the consequences of human manipulation of the throughout the semester. It seems obvious that con- environment through analysis of some of the major 94 Connections environmental problems facing the world. Further, Italian film directors respond to aesthetic and cul- students will apply this understanding to actual en- tural debates and reflect the Italian socio-historical vironmental conflict situations using the theory and context, while Pols 225 is organized around Michael practice of interest-based negotiation in hands-on Walzer’s concept of politics as an art of unification field-work assignments. and includes ten films that are narratives about Chem 303 explores the underlying biogeo- Italian unification and nation building. chemical cycles controlling the natural world and Any two-course connection must include one the ramifications of human disturbance of those course from each of the two areas, social science cycles. Environmental issues are viewed in light of or language (the FYS course is counted as a social how science can inform public and private policy science). Three-course connections must also decisions. Students are encouraged to consider include courses from two of the areas, but no more the link between environmental quality and the than one course from any one department. human condition and to explore the possibilities Connections: Fsem The Dreams We See and/or Pols for equitable and sustainable technologies. Pols 225 Italian Politics and/or Pols 345 Understanding 361 bypasses the traditional approach of politics, Russian Politics and Society through the Prism of seeking compromise, and the law, which produces Film with Fr 246 Introduction to French Cinema or frequently unstable or societally unacceptable win- Itas 320 Italian Cinema or Ger 267 Lulu, Lola and lose outcomes. It helps students to learn the value Leni: Women of German Cinema or Ger 374 Film of building trust among parties in conflict, by iden- and German Culture tifying conflicted parties and interests, generating positive responses to them, and embracing rather 23002. Food than compromising on issues of health, safety, and This two- or three-course connection links the environmental quality. It exposes students to the First-Year Seminar “The Rituals of Dinner” or Anth concept and practice of risk assessment, and the 210, which is required, to one or two courses in application of these in their fieldwork. the sciences. The anthropology course covers such topics as how culture shapes taste and cuisine, Connections: Chem 303 Current Problems how different forms of food production affect social in Environmental Chemistry and Pols 361 structure and nutrition, and the political factors that Environmental Conflict Resolution cause famine and food shortage. Currently, the 23014. Film and Society course has substantial units on eating disorders Increasingly, fictional film is used as a lens to view and the causes and consequences of malnutrition, the social dynamics of the society that produced as well as on food safety and the controversies the film. Analysts, critics and theorists rely on a around genetically modified food. It has several variety of conceptual frameworks and models to components that interface with and complement interpret, analyze and assess these texts and the components of each of the science courses as well history of their production and audience reception. as an extensive service learning component. These approaches include film studies, culture Bio 205 contains substantial units on weight studies and criticism in the humanities, and control and eating disorders and on critical issues content and thematic analysis in the social sci- in nutrition, such as the world food supply and the ences, as well as philosophic investigations of the influence of advertising. Biology students will gain arguments made in film. in-depth perspectives on the cultural aspects of This connection enables students to explore food availability, food choice and eating customs. various aspects of this rich field in different Anthropology students will appreciate the biological national cinemas. In the First-Year Seminar “The parameters underlying the contribution of nutrients Dreams We See,” offered every year, students learn to health and disease. how to analyze selected American box office hits Bio 262 features a survey of the plant kingdom from over the last century as primary historical and a study of plant anatomy. Students learn documents. Pols 345 relies on contemporary films the distinguishing features of each plant phylum to examine political and social issues in post- and of selected families of flowering plants, the Communist Russia. evolutionary features of each group, the ecology In Fr 246, students learn to distinguish between of each group, and how plants from these groups modes of representation like realism, surrealism are utilized by human societies. The course looks and subjective narratives to see how they reinforce especially at plants that are important in the or resist paradigms of class, gender or nationalism. lives of students, as sources of food, beverages, In Itas 320, students examine how works by major medicines and industrial products, and as objects Connections 95

of aesthetic beauty. Complementary to the service connections must include courses from at least two learning component of Anthropology 210, students of the areas. enrolled in Plant Biology go out into the field of the This combination of courses will ask students to supermarket, the Harvard Botanical Museum and consider the intersections between gender, sexual- the cranberry bog. ity, race, ethnicity and class. Eng 240 examines Chem 109 will most clearly connect in two are- the ways in which poetic genres encode gender. nas: the function of micronutrients and the poten- Psy 290 explores gender issues by studying the tial and problems of genetically modified foods. The psychology of women. Soc 260 focuses on cultural Edible Chemicals course focuses specifically on the norms and social structural aspects of gender. Psy chemical components of food; the constituents of 261 focuses on the biological basis of issues sur- food, their chemical structures, functional proper- rounding sex, gender and sexuality. The courses will ties and their interactions. A laboratory component also be linked by a shared writing component that of the course examines not only the chemical focuses on the variety of conventions used in these characteristics of proteins, carbohydrates, fats and different disciplines. micronutrients, but also their behavior together, Connections: Humanities, Eng 240 Gender, in cooking and in digestion. A separate section of Genre and Poetry Fr 236 Introduction to Early the course focuses on genetically modified foods, French Literature and Social Science Psy 261 their potential and problems and the reality of their Psychobiology of Sex and Gender, Psy 290 presence on our supermarket shelves. Psychology of Women, Soc 260 Gender Inequality The connection must be completed with at least one course from the two areas: Social sciences 20008. Gender Inequality: Sociological and Literary Perspectives (Fsem 101, Anth 210) and natural science. It may The major concerns of this connection are exam- be either a two or three-course connection. ined in Soc 260: How do we learn to be women Connections: Fsem Rituals of Dinner and/or Anth and men? How are our cultural beliefs and social 210 Feast or Famine: The Ecology and Politics of institutions gendered? How do different sociological Food with Bio 205 Nutrition and/or Bio 262 Plant and feminist theories illuminate gender relations? Biology and/or Chem 109 Edible Chemicals How can we better understand the perpetuation of 23017. Forbidden Knowledge inequality by examining images of women in the Throughout recorded human history, the acquisi- media, sexism in language and violence against tion of new knowledge through scientific discovery women? How is sexism related to racism, class or technological invention has confronted human stratification and heterosexism? societies with ethical dilemmas. Students in this A number of these questions will be pursued class will encounter these quandaries of the human in Fr 236 through a close reading and discussion condition by studying religious, literary, philosophi- of a series of literary texts that explore the lives cal and scientific texts. The texts selected for this of women who, in widely different social settings, course explore the changing attitudes at various confront beliefs and institutions that establish and moments in history toward the need to forbid or perpetuate gender inequality and privileged male control knowledge. Attitudes toward nature and the dominance. Students will consider various reac- acquisition of knowledge in the Middle Ages, the tions to patriarchal hegemony by women in two origin of the scientific method in the 16th century traditional institutions: married life and the convent. as well as current issues in genetics will be ex- Unhappily married women (Iseut, Phèdre, Emma plored from the perspectives of various disciplines. Bovary) turn variously to adultery, incest, madness Connections: Bio 211 Genetics with Hist 285 and suicide in an attempt to deal with their plight. History of Science to the Scientific Revolution. Bent on expiating her sense of guilt through the and/or Ger 262 The Morality and Fate of Forbidden sacrifice of her child’s freedom, a mother forces Knowledge her illegitimate daughter (Suzanne Simonin) into the convent against her will, where she is brutalized 23004. Gender physically and where she becomes the object of This two- or three-course connection allows lesbian desire. Despite their apparent victimization, students to explore gender from a variety of all of these women possess enormous strengths disciplinary perspectives: the humanities, social and adopt particular strategies that inform their science courses in psychology or sociology and/or resistance to gender inequality. the scientific perspective of psychobiology. Two- course connections must combine one course from Connections: Fr 236 Introduction to Early French each of two of the available areas. Three-course Literature and Soc 260 Gender Inequality 96 Connections

20015. Genes in Context 20028. Germanies: History vs. Culture At the 50-year anniversary of the discovery of the The two courses in this connection explore the his- structure of DNA, it is clear that the technology and torical reality and cultural concept of Germany from medicine related to DNA have generated a wide the sometimes compatible, sometimes contradic- range of ethical implications. This connection per- tory, perspectives of history and German studies. mits students interested in studying the genome Ger 250 examines 20th-century Germany through at different levels to consider and apply those novels, films and other art forms. Topics in Hist 240 implications in their work. The DNA course is team include the unification of Germany under Bismarck, taught by a biologist and a computer scientist; Germany and World War I, Weimar culture, the rise students may sign up for it as either Comp 242 or of National Socialism, the Holocaust and World War Bio 242. Three different upper-level courses, Comp II, the Wall, Berlin and reunification. The courses 215, Bio 211 and Bio 307, also study DNA and the include shared readings and lectures and are genome. Any one of these four courses may be scheduled to be taken simultaneously. connected to Phil 111, which emphasizes topics Connections: Hist 240 German History: 1648– dealing with DNA technology and applications. Present and Ger 250 German Culture This connection takes as its goal increas- ing students’ awareness and understanding of 20023. Global Music Global Music connects the study of culture and the ethical issues stemming from the use of our society generally (in Anth 102) to the study of music growing knowledge of DNA and the genome. Many within specific cultures and societies. Musc 211 students taking this connection will be expected considers the musical traditions of India, Japan, someday to make professional decisions about Indonesia and the Middle East, as well as Celtic DNA-related issues and an understanding of and Rom (gypsy) traditions of Europe; Musc 212 the ethical implications of those decisions will looks at the music of Africa, Latin America and the serve them (and the larger community) very well. Caribbean, as well as ethnic music of the United As technology and medicine find ways to utilize States, including Native American, Anglo American, genetic information, increasingly complex issues African American and Hispanic traditions. with more serious consequences will emerge. Ethnomusicology and anthropology are both Students who have taken this connection will be interdisciplinary fields that cross the boundaries of better equipped to evaluate and address these social science, the humanities and the arts in order issues as they arise and are more likely to take to comprehend commonalities of the human experi- a broader view of the effects of their actions. In ence across a wide range of cultural variations. In addition, students will learn Perl, deemed by many addition to sharing this comparative project, anthro- in bioinformatics to be one of the more accessible pologists and ethnomusicologists also share certain string-matching languages, useful for genome methodological techniques: participant observation, searches and pattern matching for phylogenetic intensive interviewing, archival and documentary trees. audiovisual research in local communities, often Connections: Bio 242 DNA or Comp 242 DNA or in “exotic” locations. Students will be encouraged, Comp 215 Algorithms or Bio 211 Genetics or Bio whenever possible, to attend performances, lectures 307 Cell Evolution with Phil 111 Ethics and films that enhance our understanding of cultural 20007. German Language in European History diversity and human expression. This connection seeks to place language learning Connections: Musc 211 World Music: Eurasia or in an historical context. Students will learn about Musc 212 World Music: Africa and the Americas the significance of Germany in modern European with Anth 102 Introduction to Cultural Anthropology history while studying the language and literature of that nation. The two courses include consider- 20042. Graphic Design and Web Programming The ease with which anyone can create and post ation of issues of gender, class and multi-ethnicity, a Web site has resulted in a proliferation of Web particularly at the intersections of German and pages, most of them not very interesting and poorly Jewish and German and Middle Eastern cultures. designed. This two-course connection enables The German language courses may fulfill the students to learn basic graphic design principles foreign language foundations requirement. and then apply them to Web pages that incorporate Connections: Ger 201 or Ger 202 Intermediate interesting graphics, animation and dynamic con- German with Hist 102 The Development of Modern tent. Such successful pages can be made only by Europe since 1789 Connections 97

learning programming and other techniques beyond 23008. Italian Culture, Language and Society the skill of most Web masters. The First-Year Seminar section forming the basis of Connections: Comp 161 Web Programming, this connection examines different ways of seeing Graphics and Design with Arts 250 Graphic Design I Italy and the complex nature of Italian life reflected in the concept of la dolce vita. Course materials, 20033. History and Politics of U.S. Foreign Policy in English and Italian, include films, fiction, history The Cold War and post–Cold War history studied in and personal accounts of life in Italy today. The Hist 206 are intimately connected to U.S. foreign centrality of language to the historical disunity and policy and the foreign policy studied in Pols 229 eventual unification of Italy is a theme that runs forms and shapes the substance of much of the throughout the seminar, and the politics of art and history of this period. Students taking these paired the ways in which language reflects cultural values courses will be exposed to the historical analysis of emerge as important themes in the course. These critical events and documents that have had and themes mean that either or both of the other two continue to have an impact on the formulation and courses provide stimulating interdisciplinary inter- implementation of U.S. foreign policy. They will learn sections of culture, art and language. Combining about the political structures and relationships that these courses will also provide a strong foundation led to the formulation of foreign policy over time, for students who wish to study or travel in Italy. and they will have a chance to debate and critique Great Works II is a continuation of Art History policies, thus developing their critical thinking and 101, covering architecture, sculpture and painting analytical skills. in Western art from the early Renaissance to the Connections: Hist 206 Modern America: 1945 to the present. Among the periods covered in this course Present and Pols 229 United States Foreign Policy are Italian art of the 14th, 15th and 16th centuries, 20001. Human Biology and Movement including Sienese, Florentine and Venetian paint- Knowledge of the anatomy and physiology of the ings, Renaissance architecture, Italian Baroque art skeletal, muscular, cardiovascular and respiratory and architecture, as well as modern periods of art systems is important to dancers, helping them that originated in Italy, such as Futurism. understand how the bones, muscles and joints work Readings in Contemporary Italian Literature together to produce movement and how the heart is designed to improve students’ oral and written and lungs cooperate to provide energy for continued abilities to communicate abstract and sophisticated movement. Students in these connected courses ideas in Italian. The course also introduces them will relate theory and application: dancers will learn to contemporary Italian writers and thus broadens how to improve technique, form and stamina; biol- their understanding of the Italian world through po- ogy students will find dynamic applications for their etry, short stories and other textual production such understanding of anatomy and physiology. as advertising and film. Italian 200 is normally a Connections: Bio 106 Basic Anatomy and fourth-semester Italian course with Italian 101,102 Physiology and Thea 110 Jazz Dance or Thea 140 and 150 as prerequisites, but there are also usually Ballet a number of first-year students in the course. Connections: Fsem La dolce vita with Arth 20039. Ideas of Antiquity 102 Great Works II orArth 202 Great Works II Much of contemporary Western culture—its politi- (Enhanced) and/or Itas 200 Advanced Intermediate cal, ethical and legal systems; its artistic, musical Italian and literary expressions; its scientific theories and rational explanations; its theological and meta- 20062. Jews in Modern Europe physical commitments—originates in the ideals In this connection students will learn how social, and institutions of classical Greek culture. This political and economic factors have shaped two-course connection focuses on the times, places the Jewish community in Europe and how the and events of ancient Greece within which some of Holocaust, the worst catastrophe in Jewish history, the most important classical ideas arose. Such con- has affected Jewish identity and culture. Students textualization will illustrate both the universal nature will study the development of European Jewish and the potential application of classical ideas while communities and their relations with the Christian deepening students’ understanding of the historical world in the Medieval and Early Modern eras, how conditioning and particularity of them. modernization transformed relations between Connections: Hist 100 Ancient Western History with Jews and Christians and how many Europeans Phil 203 Ancient Philosophy responded to Jewish assimilation attempts with anti-Semitism and persecution. Both courses will 98 Connections deal with the effects of the Holocaust on Jewish 20029. Living Architecture identity, political structures and religious thought. These biology and art history courses share the Connections: Hist 228 European Jewish History assumption that architecture, whether built by with Rel 232 Faith after the Holocaust humans or by nature, follows simple structural principles. These shared principles, termed “Rules 20058. Latino Culture to Build By” in these courses, are illustrated in the The topic of Latino culture will be analyzed common characteristics of structures as different in from two academically distinct but conceptu- scale as living cells and Gothic cathedrals. ally interrelated perspectives: literature and For example, the first Rule to Build By states, sociology. Students will have the opportunity to “To maximize flexibility, assemble complex study the Latino experience in the United States structures from simple repeating units.” In Cell (e.g., Mexican Americans, Puerto Ricans, Cuban Biology, this principle is illustrated by cell skeletons, Americans, Dominican Americans, etc.) by examin- which exist in countless shapes by recombining ing the writings, fact and fiction, of Latinos and the common identical subunits in different patterns. In social structure and culture of the communities in medieval architecture, the principle is illustrated which they live. in Romanesque buildings that were constructed Connections: Hisp 300 Spanish Practicum from modular units to create additive architecture Internship and Soc 285 Latino Community that was efficient, flexible and diverse. The second 23015. Learning to Learn in Math and Science posits that “To construct self-supporting structures, This two or three-course connection seeks to balance forces of tension and compression,” a address issues in the nature and quality of math principle manifested in cells by mitotic spindles and science education in America by strengthen- and the arched stable scaffolds that support cell ing the math and science training of potential division, and in cathedrals by flying buttresses that teachers in unusual and stimulating ways. It will support stone walls. have immediate relevance and appeal to Wheaton Living Architecture students work together education minors, most of whom go on to become in Wheaton’s Imaging Center for Undergraduate early childhood and elementary school teachers, Collaboration (ICUC) in several joint laboratory by increasing their confidence in understanding exercises. One lab utilizes techniques of polarization math and science and their appreciation for the imaging to detect the forces at work on skeletons of relevance of math and science in their everyday cells and of cathedrals. In another lab, digital image lives. analysis is used to detect patterns in visual data Each of these courses devotes time to modeling in diverse objects and materials. For example, this appropriate pedagogies and discussing differ- versatile technique can be used equally well to find ences in learning styles, ways of knowing and hidden patterns in neural networks—webs of inter- similar topics that develop stronger learners. All connected nerve cells—as in the Bayeux Tapestry emphasize confidence building as science learners (a 230-foot-long embroidery that records the and educators. Math 133 will specifically address Norman Conquest in 1066). Studying dramatically issues in math education through problem-solving different subjects through the shared approaches activities and the infusion of gender and multi- available in the ICUC lab will crystallize students’ cultural issues in this area. Int 111 involves data understanding of important relationships in method- sharing and analysis, and emphasizes both group ology between these apparently disparate fields. field-based projects and standards-based content Connections: Bio 219 Cell Biology and Arth 353 and preparation for subject-matter teacher tests. Castles, Cathedrals and Monasteries Students completing this connection should 20003. Logic and Digital Circuits plan to take the math course and the science In logic, students employ a variety of methods to course before Education 371, 381 or 385, which determine the truth values of statement forms and must be taken in the fall of the senior year, prior to the validity of argument forms. These methods de- student teaching in the spring. pend on an understanding of basic logical relations: Connections: Educ 371 Early Childhood Curriculum negation, disjunction, conjunction and implication. or Educ 381 Elementary Curriculum or Educ 385 These relations also form the foundations of digital Early Childhood and Elementary Curriculum with Int electronic circuits. Students in both these courses 110 or Int 111 Ponds to Particles and/or Math 133 will learn to follow specific paths (physical or not) Concepts of Mathematics in order to arrive at a conclusion or termination of a circuit. Logic students will see, in Electronic Connections 99

Circuits, the physical manifestation of logical rules viruses as well as the health behaviors and risk and procedures. Physics students will be introduced factors associated with conditions caused by to philosophical issues that arise in the analysis of infectious organisms. Psy 265 uses HIV and AIDS logical forms. as a case study for understanding the intersections Connections: Phil 125 Logic and Phys 110 of behavior and infectious disease and focuses Electronic Circuits on the impact of stress on immune response. The laboratory exercises in Bio 221 will illuminate for 20016. Logic and Programming students some of the practical clinical procedures Logical equivalence, propositional expressions and used to diagnose infectious diseases. Psy 265 will clear reasoning are cornerstones of learning to write help students understand how psychological experi- computer programs or software. Further grounding ence influences health and how infectious diseases in logical reasoning will help students in computer impact the lives of chronically ill individuals. science to see a theoretical side of programming and the philosophical side of writing collections Connections: Bio 221 Microbiology and Immunology of statements in languages that make machines and Psy 265 Health Psychology perform logical instructions. Philosophy students will 20024. Modern China: Tradition and Contemporary benefit by focusing on the use and application of Politics logic in the writing of computer programs and will Students who begin this connection with Hist 365, come to see, firsthand, the point of logical precision. which covers the political, social, intellectual and Connections: Phil 125 Logic and Comp 115 Robots, cultural history of China from the late 18th century Games, and Problem Solving to the present, will find they have an excellent historical background for Pols 223, which focuses 20045. Mathematical Tools for Chemistry mainly on political developments in China after The two semesters of Physical Chemistry examine 1949. Those whose schedules do not permit this the theoretical underpinnings of the physical behav- order may take the political science course first. ior of molecules at both the macroscopic (thermo- Both courses may also count toward a major or dynamics in Physical Chemistry I) and microscopic minor concentration in Asian Studies. (quantum mechanics in Physical Chemistry II) levels. Connections: Hist 365 Modern China and Pols 223 Specifically, these courses teach the mathemati- Contemporary Chinese Politics cal representation of molecular behavior. Students taking this connection will establish a diverse 20014. Modern Italy mathematical toolbox and then use it as they solve These two courses focus on modern Italy from complex physical problems. interdisciplinary and cross-divisional perspectives, Connections: Chem 355 Physical Chemistry I or exploring the historical, political and sociocultural Chem 356 Physical Chemistry II and Math 221 phenomena that have shaped contemporary Italy. Linear Algebra or Math 236 Multivariable Calculus Pols 225 uses case studies and films to explore current Italian policies, such as immigration, taxes 20044. Mathematics of Chemical Analysis and education, through an analysis of their historical In “Analytical Chemistry I” and “Analytical Chemistry roots in Italy’s political movements (e.g., feminism II” students learn how to determine the quantita- and the 1968 international youth movement) and tive composition of a chemical sample. What these in Italy’s long-standing problems (e.g., political techniques all have in common is the need to do bureaucracy and corruption). Itas 235 approaches calculations to determine composition and statistical many of these phenomena through literature, art analysis to interpret the data. Advanced statisti- (such as Futurism), and historical and literary criti- cal methods such as those taught in Accelerated cism. It considers how Italy’s contemporary history Statistics are incredibly useful in determining both has shaped Italian women’s lives and work, and the validity and significance of the data. how women and their production, in the broadest Connections: Chem 331 Analytical Chemistry I or sense, have shaped contemporary Italy. Thus, stu- Chem 332 Analytical Chemistry II and Math 151 dents who make this connection will be learning not Accelerated Statistics only about modern Italy, but also about how differ- 20005. Microbes and Health ent disciplines (social science and the humanities) Both these courses deal extensively with the human develop illuminating methodologies for analyzing immune system. Bio 221 covers such topics as historical frameworks and cultural productions. the role of microbes (mostly viruses and bacteria) Connections: Itas 235 Italian Women Writers in in causation of diseases, covering HIV and related Translation and Pols 225 Italian Politics 100 Connections

23003. Modern Latin America 20009. Performing into Theory This is a two- or three-course connection that links The creative process and the theoretical enter- courses from four different areas: the humanities, prise are intertwined; artistic creation and rational the arts, the social sciences and history. Students reflection influence one another reciprocally. This completing these courses will gain a multidisci- connection engages students in the rich possibili- plinary understanding of the sociopolitical and ties of a collaboration between the performing arts cultural phenomena that have shaped contemporary and philosophy. Latin America. Students who can take either Hisp Students will critically and creatively explore the 280 or Hisp 316 in their connection will derive the boundaries between theory and practice, reason additional insight that can only be gained by reading and imagination, mind and body. We want both texts on Latin America in the original language, from to embolden and humble the theoretical stance a distinctly Latin American perspective. by challenging it to critically evaluate pathbreak- Connections: Anth 235 Peoples and Cultures of ing or genre-blurring creative performance. Latin America or Pols 233 The Politics of Latin Simultaneously, we will discover the way in which America and/or Hist 219 Norte y Sur: Modern ideas in their intellectual and historical context Spanish America and/or Musc 220 Music in Latin affect artistic expression. In so doing, we hope to American Culture and/or Hisp 280 The Hispanic extend theory’s “self-understanding” and demystify World: Introduction to Latin American Culture or Hisp the creative process. 316 Spanish American Literature II: Contemporary Connections: Eng 287 Writing for Performance and Literature Phil 236 Aesthetics 20047. Molecules to Masterpieces 20037. Poetry and the Computer Molecules to Masterpieces helps students connect English Renaissance poets explored the resources the art they create in Arts 111 / Arts 116 or the art of their language in the new age of print and were they study in Arth 101 / Arth 201 to its chemical fascinated by techniques of Latin, French and underpinnings. All of the classes in this connec- Italian versification. Their experimentation with tion look at art through an historical lens, focusing sound and word patterns makes their work particu- on what materials were used by artists in specific larly interesting to study with the analytical tools periods. Art, Color, and Chemistry adds the explana- available through computer programs. Recent ad- tion of why those materials were useful in creating vances in computer software—hypertext, database lasting, and sometimes not-so-lasting, works of art. methodologies, and the Text Encoding Initiative Connections: Chem 145 Art, Color and Chemistry (TEI)—have made it possible to query texts for and Arth 101 Great Works I or Arth 201 Great Works recurrences of linguistic and lexical features and to I (Enhanced) or Arts 111 Two-Dimensional Design or “automatically” prepare exhaustive concordances Arts 116 Drawing I and stylistic textual analyses. Students participat- ing in this connection will discover how program- 20043. Music: The Medium and the Message ming (or scripting) facilitates top-down thinking Our experience of music, whether by Beethoven, and practice with real-world, problem-solving Billie Holiday, the Beatles or the Bad Plus, consists skills such as problem decomposition and writing of the emotions and subjective impressions algorithms. They will be required to complete work communicated and inspired by the arrangement in one course that relies on work already done in of sounds. As in verbal communication, both the the other. sounds themselves and the particular method of In Computing for Poets (Comp 131) all students organizing them determine these effects. In Musc will be expected to design experiments by asking 114, the focus is on the vocabulary, grammar and original questions of a book, poem, author or syntax of this language of sound (the “message”). In corpus of texts, and to write computer programs Phys 107, the focus is on the actual sounds them- in Perl to analyze a given text. This might be an selves, in terms of their mathematical and physical ancient work, a set of poems or even a student’s relationships (the “medium”). Studying musical paper written for some other course. Students who material from both these perspectives deepens our have first taken Eng 313, however, will be required understanding and appreciation of this essentially to use authors studied in that course for their ex- mysterious phenomenon. periments. In a final programming project, students Connections: Musc 114 Music Theory I: will write software to conduct an authorship attribu- Fundamentals of Harmonic Practice with Phys 107 tion experiment using 17th-century poets. or Musc 107 The Physics of Music and Sound Connections 101

Students who take Eng 313 after completing 20059. Quantum Theories: Contemporary the current version of Comp 131 will be required American Fiction, Modern Physics and the to write an analytic paper on one of the poets from Universe Quantum Theory is the cutting-edge meta-narra- the authorship attribution experiment they have tive of our times. The challenges physicists face in performed in that course. attempting to explain it to the non-physicist, and Connections: Comp 131 Computing for Poets and often to themselves, involve the use of language, Eng 313 Early Modern English Poetry counterintuitive notions about cause-and-effect 20040. Political Theories, Political Realities: Ideas logic, the positing of images and metaphors to and Practices in Past Politics describe the quantum field—are there electrons, Students in these connected courses will study the particles, waves, fields, antimatter, quarks, a material and institutional frameworks that generated “pulsating flux,” a holographic universe (each pre-modern political theories and will come to un- of these has been used to describe each of the derstand the complexities of putting these theories others)?—and the idea of statistics and probability in practice and the often nearly unbridgeable gap replacing “absolute” objects. between the ideal and the real. Early European Connections: Eng 346 Contemporary American history saw the development of the majority of Fiction: Quirks, Quarks, and Quests or Sex, Lies, basic legal and political structures and ideologies and Quantum Leaps with Phys 225 Modern (e.g., common law and jury trials, representative Physics or Ast 130 The Universe government and the separation of church and state). Knowledge of these ideas and practices, and 23016. Race as a Social Construct of the theorizing behind them, becomes crucial to The courses in this connection have the common our understanding of such historical phenomena as theme of the origins and consequences of dividing nation-state building, imperialism, the conduct of humans into catagories based upon morphological war and efforts to establish systems of national and characteristics. In Genetics, students will study the international law. complex pathways by which melanin pigments are formed. A major conclusion will be an appreciation Connections: Hist 101 The Development of Modern for skin tones as a continuum of shades rather Europe from the Medieval Era to 1789 and Pols 207 than as discrete and classifiable “racial” charac- Political Theory: Ancient Greece to the Renaissance teristics. In Africans on Africa, students will explore 20030. Politics and Global Change the attitudes and opinions of the diverse peoples of Politicians and government regulators often make Africa for a much more complex point of view on decisions that affect our natural world without what it means to be African or African-American. understanding the science that explains how that Multicultural Issues in Psychology is a course world operates. Many issues concerning the use focusing on ethnic and racial identities and their and modification of our natural environment, such influences on human behaviors and interactions. as water use, desertification, air and water pollution, This connection may be completed either as a and climate change, cross national boundaries, two-course or three-course connection. but global treaties often prove difficult to ratify or Connections: Bio 211 Genetics and/or Hist 143 enforce. Many scientists also wish to pursue their Africans on Africa: A Survey and/or Psy 251 research without the distraction of politics. Multicultural Psychology These courses offer a bridge across this divide by adding scientific information to the political 20012. Reading Children debate in Pols 109 and by showing the practical Reading Children examines literature’s responsive- and political aspects of human impacts on Earth ness to children and their needs. Each course systems to students in Phys 160. Students com- explores literate processes from distinct but pleting the connection will learn both sides of the connected perspectives; each requires students to politics-science relationship in detail; all students read children’s literature and attends to children’s will benefit from the expanded breadth of discussion responses to text. Both courses study the history of in both classes. childhood as a context for understanding childhood reading. Connections: Pols 109 International Politics and In Eng 286 students practice critical and cul- Phys 160 Geology tural analysis of texts. In Educ 390 critical analysis 20049. Psychoactive Sacramentals often centers at the letter, word, sentence and Connections: Rel 230 Mysticism and Spirituality and story levels as participants study the processes Psy 227 Drugs and Behavior involved in learning to read. 102 Connections

This connection will deepen students’ under- and economic instability, through the lens of political standing about reader response theory at many science theory. In Hist 215, they will learn about the levels of development and experience. Eng 286 historical background of Russian problems. In both brings this critical strand into the foreground, courses students will consider whether Russia is since authors, editors, publishers and sellers are somehow “flawed” and whether it can overcome the almost never members of the target audience. challenges it faces today. Educ 390 also focuses on these “consumers of the Connections: Hist 215 History of Russia and Pols literature” as they grow and develop as readers 375 The Politics of Social and Economic Problems in and thinkers. Like the authors, publishers and sell- Post-Communist Russia ers of children’s books, teachers are not children. 20051. Russian History and Culture The course therefore examines the challenges of This two-course connection will explore the inter- planning instruction to take into account the social section between popular forms of art, music and and cognitive worlds of children and the literacy literature and the historical development of Russia. practices that will engage and enhance learning. Students will not only learn how the creativity of Connections: Eng 286 Children’s Literature and individuals and communities influences and is Educ 390 Teaching of Reading and the Language influenced by political, social and economic develop- Arts ments, but also will see how academic disciplines 23011. Revolution! approach similar issues from different perspectives. Social change, even revolutionary change, occurs Connections: Hist 215 History of Russia and Russ in a variety of venues: in the home, at places of 101 Russian Folklore worship and on the streets. These connected 20064. Russian History and Politics courses allow students to examine many types of This connection will focus on Russian domestic or social movements and change, both in the United foreign policy and its roots in Russian history. In States and globally, and to compare and reflect Russian Politics or Russian Foreign Policy, students on the methods of protest that are used in them. will study the evolution of the Russian political Students will study and analyze controversial issues system since the collapse of the Soviet Union, or involving racial, ethnic and national identity, as well the conduct and motivational premises of Russian as religion, sexuality and class, all of which shape foreign policy. In Russian History, students will go our culture. to the beginnings of Russian society and the state, Thea 215, Theatre and Social Change, is the and examine the role of religion, geography, social required course in this connection. By completing hierarchy, political power and ideology over the past one or more of the history and sociology courses, two millennia. students will have an opportunity to apply historical and social perspectives and pertinent theories of Connections: Pols 249 Russian Foreign Policy or social change to their understanding of the theatre Pols 255 Russian Politics and Hist 215 History of as a tool for conflict resolution. And they will Russia consider how individualized, dramatized stories can 20053. Schooling in Modern Society realize or “perform” social issues in the theatre. This connection between Educ 250, Schooling in In addition to the theatre course, students must America and Hist 337, Power and Protest, or Hist take one or two other courses to complete either 206, Modern America, is based on the common a two- or three-course connection. Note, however, themes explored in all three courses. Schooling in that only one sociology course will count in the America covers a history of American education connection. (Historical Foundations), and issues of equality Connections: Thea 215 Theatre and Social Change and access to education. All three courses explore with Hist 337 Power and Protest in the United issues of racial and other forms of inequality and our States and/or Soc 200 Social Movements or Soc society’s attempts at redress through education and 230 Race and Ethnicity other realms. All courses connect students to press- ing issues in the past and in the present. Students 20055. Russia: Challenge and Opportunity taking these classes will be able to see seminal In this connection students will study Russia, issues in our history from multiple and important one of the largest nations in the world, from the points of view. point of view of its history and current situation. In Pols 375, students will examine current chal- Connections: Educ 250 Schooling in America and lenges facing Russia, such as public health crises, Hist 337 Power and Protest in the United States depopulation, environmental damage, and political orHist 206 Modern America: 1945 to the Present Connections 103

20031. Science FACTion Itas 235 Italian Women Writers in Translation, These entwined courses introduce students to Rel 142 Religion and Sexuality. Social Science: the beauty and power of mathematics and show Anth 350 Gender and Social Organization, Educ how mathematical ideas have influenced literary 270 Issues of Adolescent Development, Psy 235 science fiction. Students examine how concepts Human Sexuality, Psy 261 Psychobiology of Sex of combinatorics, infinity, topology, logic, comput- and Gender, Psy 270 Adolescent Development, Soc ability, number theory and cryptography are both 310 Beyond Global Feminism, Wmst 312 Feminist interrelated and linked to the most influential Theory science fiction of the past 40 years: a lovely look at 20020. The Art of the Print the intertwinings of the nature of language and the Students completing this connection will learn to language of nature. understand printmaking from the perspectives Connections: Math 123 The Edge of Reason and of artist, connoisseur, collector, conservator and Eng 243 Science Fiction art historian. They will discover that the material 23006. Sexuality taught in Arth 270 makes richer sense when they What is sexuality? What is its biological basis? have experimented with printmaking and begun to How does society constrain and construct it? How develop their own personal imagery in Arts 315. is sexuality represented and, again, constructed Arth 270 focuses on the history of prints, in such discourses as literature, film and religion? particularly the Old Masters, who were among the How does sexuality intersect with race? How do greatest printmakers of all time. Students in this sexuality and race circulate and clash in global class work directly with the prints in the Wheaton contexts? These are some of the questions that College Collection, learning how to handle and students taking courses in this connection will care for them and to identify media. They also address. learn about the history of prints from the early 15th More specifically, for example, students in Eng century to the early 19th century. Becoming print 236 and Hist 341 will gain perspectives on the collectors and organizing an exhibition drawn from Victorian sexologists. Those in Anth 350 and Eng the Wheaton collection are also requirements of 272 may deepen their understanding of transgen- the course. Since there is a great deal of emphasis der, while those in Itas 235 will focus on gender on the object and on the techniques of the Old violence. Psy 261 and Soc 310 provide perspec- Masters in the art history class, becoming a print- tives on power and bodily pain; Soc 310 and Eng maker in Arts 315 will give students a wonderful 272, on post-colonialism and representations of opportunity to create prints and truly understand gender, sexualities and cultures. Students complet- the intricacies of this medium. ing Soc 310, Eng 236, and Fr 331 will learn about Connections: Arth 270 The Art of the Print and Arts Western (and imperialist) discourses on sexuality, 315 Intaglio Printmaking nation and power. Other combinations will provide 20004. The Calculus of Microeconomics other perspectives and focuses on the general Microeconomics becomes all the more interesting topic of sexuality. Altogether there are 13 courses when techniques from calculus can be applied from three different areas (history, humanities and to many of the issues it addresses. In particular, social science) from which students may create the graphic representation of marginal analysis, two- or three-course connections. continuity and optimization in microeconomics Students have considerable flexibility in creating can be approached analytically through the tools these connections. Two-course connections must of differentiation, the major topic in introductory combine one course from each of two of the avail- calculus. All examples and projects in the introduc- able areas. Three-course connections must include tion to calculus offered in Math 102 will have a courses from at least two of the areas. Students basis in economics; problem sets and class time in interested in this topic may wish to take more than Economics 102/112 will involve application of the the two or three courses required to complete a calculus. connection. Connections: Math 102 Calculus I with Economic Connections: History Hist 341 Sex and Culture in Applications and Econ 102 Introduction to the 19th-Century U.S. Humanities: Eng 236 Sex, Microeconomics or Econ 112 Introduction to Work and the Victorians, Eng 272 Romancing the Microeconomics Novel, Eng 348 Sexual Politics of Film Noir, Fr 331 Other Voices, Other Stories: Great Works by Women from France and the Francophone World, 104 Connections

20019. The Darwin Connection: Evolution, Race This may be completed as a two- or three- and Culture course connection, but only one of the science Though evolutionary thought long preceded the courses may be used in the three-course combina- work of Charles Darwin, it is his work, beginning tion. None of the courses need be taken concur- with On the Origin of Species (1859), that es- rently or consecutively. sentially defined what has become the discipline of Connections: Bio 201 Environmental Science or evolutionary biology. Darwin was a Victorian gentle- Chem 103 Chemistry and Your Environment or man, well educated and affluent. His identity as a Chem 303 Current Problems in Environmental scientist was as much informed and affected by his Chemistry with Soc 315 Society, Technology and the perceptions of Victorian society as by his work in Environment and/or Rel 242 Religion and Ecology science. And the impact of his work on society, in turn, was immediate. 20060. The Genetics of the Autism Spectrum This connection seeks to teach students The autistic spectrum of behaviors is becoming about Darwin in the context of his 19th-century increasingly connected to genetics as more neuro- world. Information on Darwin, including his own logical and developmental pathways are being de- writings—books, letters and journals—is truly ciphered. Psy 324 provides a rich set of examples, voluminous and readily available. Students in as taught by Professor Grace Baron, an authority Bio 111 will learn how Darwin the scientist was on autism and practitioner in the field. Bio 211 influenced, indeed molded, by Victorian culture, supplements by providing the background needed concerns and values. Students in Eng 235 will learn to appreciate the genetics of childhood behavior what evolutionary biology really is and why Darwin’s disorders, in general, and autism in particular. scientific work had such a dramatic impact on his Connections: Psy 324 Childhood Behavior Disorders era. Darwin’s writing has often been used in English or First-Year Seminar Visualizing Autism with Bio literature courses for its general eloquence and its 211 Genetics skilled use of metaphor, aspects that science stu- 20046. The Greeks on Stage dents will find engaging and helpful in understand- The Greeks Onstage is a two-course connection that ing evolutionary theory. examines the history, style, techniques and acting Connections: Bio 111 Evolution and Ecology and of Greek tragedy. Analysis of the social and cultural Eng 235 Empire, Race and the Victorians or Eng contexts of drama makes students aware of the po- 236 Sex, Work and the Victorians litical tensions surrounding issues of class, religion, 23009. The Environment gender, sexuality and national identity. Combining The courses in this connection investigate our the close reading of texts and the analysis of scripts relationship with the natural world from differ- with actual performance enhances student appre- ent perspectives. They will offer multidisciplinary ciation and understanding of the material. approaches to understanding the environment Connections: Clas 254 The Drama of Fifth Century and our human interaction with it, to addressing Athens and Thea 351 Advanced Acting such issues as climate change, population growth 20034. The Historical Context of Contemporary and endangered species, and to assessing the American Culture impacts—positive and negative—of technology on This two-course connection enables students to the environment and human society. apply the historical study of modern America to their Students will take one of the three science understanding of the art and culture of the period. courses, each of which provides a basic under- Students must take Hist 206 and one of the creative standing of the underlying physical, chemical and arts or humanities courses. biological processes controlling the natural world. Connections: Hist 206 Modern America: 1945 to They will learn how science can inform policy deci- the Present with Arth 318 Art since 1945 or Eng sions and how social and economic concerns can 247 African American Women’s Literature or Eng pe the environment. In Soc 315 they will have sha 249 Hollywood Genres or Eng 256 The Discourses the opportunity to consider the cultural, social and of Cultural Diversity in U.S. Fiction or Eng 257 Race environmental impacts of contemporary Western and Racism in U.S. Cinema or Musc 273 African civilization and its technologies. In Rel 242 they American Originals II: Rhythm and Blues, Rock may explore the religious roots of the current envi- and Contemporary Jazz or Rel 223 Religion in ronmental crisis by examining the spiritual origins Contemporary America of our ideas about nature. Connections 105

20025. The Math in Art and the Art of Math tion provide a systematic overview of the world’s Mathematics and art have always been con- major religious traditions in conjunction with inter- nected. Math has been used to create works of pretive frameworks for understanding the nature of art (perspective, golden rectangles, fractals, even the religious response to the inner and outer worlds, visualizations of the fourth dimension), while art the possible meanings of the diverse religious has been used to expand mathematical knowl- expressions, and the significance of religious edge (artistic perspective shaped the drawing of involvement in the lives of persons today. mathematical diagrams; da Vinci illustrated a math Connections: Rel 102 Introduction to the Study of text on the Golden Mean). Math has also been used World Religions and Psy 260 Psychology of Religion to analyze art, for example, classifying figures based on their symmetry or using fractals to study 17th- 20065. Theories of Imperialism century Japanese woodcuts or Jackson Pollock. This upper-level connection will examine the ways Revolutions in art and in math, moreover, have often that nations have dealt with each other in the been closely tied: the Renaissance in art, preceded past and present, with focus on the imbalances of and to some extent made possible, the Renaissance power that have led to imperialism. In Theories of in math; the new mathematical ideas of the fourth International Relations, imperialism is examined dimension and non-Euclidean geometry coincided through the many theoretical approaches that have roughly with the movement away from realism in been proposed over the past century, from J.A. the early 20th century. Hobson to Robinson and Gallagher. In European Math 122 will use the mathematical mode Imperialism, theories are compared with the actual of inquiry to pose and answer questions relat- history of imperial expansion. This connection will ing to art and art history. The course will progress allow students to think about the ways that state chronologically from ancient Egypt and Greece to the power, economic strength, technological advances Renaissance and move forward from there. While and ideology have been used as tools of domination. the material in the course is entirely mathematical, Connections: Hist 321 European Imperialism, its topics and examples and much of the work the 1757–1939 and Pols 339 Theories of International students do will be drawn from the field of art and Relations from materials that students will encounter in Arth 20038. Top Secret 102. What are secrets and why do we need to keep Connections: Math 122 Math in Art and Arth 102 them hidden? Once we have secrets, how do we Great Works II orArth 202 Great Works II (Enhanced) keep other people, companies, organizations, and 20054. The Religious Response countries from uncovering them? Contrary to what scholars early in the 20th century Your computer log-in password and your credit predicted, religion today is playing an increasingly card number are two secrets you want to keep conspicuous role on the world stage as well as in hidden from strangers. Microsoft’s source-code is a individual lives. Both as shared tradition and as secret, and the formula that produces Coca-Cola is personal faith, religion is also undergoing dramatic coded, locked in a vault, and kept under tight secu- change. In our increasingly globalized world, the rity. Al Qaeda has secrets that the U.S. government changing face of religion has become a challenge to wants to know. The U.S. government has military us all, whatever our own religious views may be. secrets, diplomatic secrets and policy secrets it But the shape of current world events need not doesn’t want anyone, even allies, to know. be the only impetus for the study of religion. As far This two-course connection enables students to back as we can see, it has always been a major relate the “hows” of encoding secret information in factor in human lives. It has provided the contours the math course to the “whats” and the “whys” of and texture of social life; influenced intellectual, doing so in the domains of government and busi- economic, and political movements; inspired art, ness in the political science and economics courses. architecture, and music; contributed fundamentally Students will learn what information policymakers to language and literature; and provided insight and planners believe is necessary to keep secret and meaning for the mass of humanity. In its many and how to construct unbreakable codes to keep forms, it has been the source of great suffering and these secrets secure. of great joy. A liberal education remains incomplete Connections: Math 202 Cryptography with Pols 229 without some understanding of religion and its role United States Foreign Policy or Pols 379 National in history and in individual lives. Security Policy or Econ 361 Industrial Organization Together, the courses constituting this connec- and Public Policy 106 Connections

23012. Visualizing Information representations of women in gendered discourse, Whether created or analyzed, produced for past and present. professional or folk purposes, viewed as data or Students might, for instance, trace African expression, images are an increasingly common American women’s resistance to the dominant cul- component of contemporary communication in ture in history and in literature. They could examine both scholarly and popular venues. Each of the the relationship between women and industrializa- courses in this connection addresses the process tion in both economics and history. Or they might of creating information out of images and their explore how theories of psychological development display. The increasing reliance on visual imagery play out in literary representations. in digital communication has put a premium on More specifically, students taking Eng 247, Psy developing a genuine visual literacy in the encod- 290 and Hist 234 will address body image in a ing and deciphering of visual communication. This novel by Toni Morrison, in psychological work on connection will allow students to appreciate the anorexia, and in discussions of beauty in the 1920s. importance, power and value of using visual media Students taking Hist 233, Eng 377 and Econ 241 for both gathering and disseminating knowledge. will discuss “woman’s sphere” and the politics of Two-course connections must include courses domesticity in 19th-century novels, drawing on the from two of the five areas represented in the con- domesticity engendered by household economies. nection (creative arts, social science, natural sci- Seven courses from three different areas (history, ence, math/computer science, humanities). Three- humanities, social science) may be combined to course connections may include courses in two or create two- or three-course connections. three of the areas, but no more than one course Any two-course connection must include one from any one department. (Two courses from the course from two of the three areas. Three-course same area do not constitute a connection.) connections will include courses in two or three of Connections: Arts 250 Graphic Design I or Arts the areas (e.g., two social science courses and a 350 Graphic Design II or Eng 289 Word and history course; two humanities courses and a social Image with Psy 312 Perception or Soc 282 Visual science course; a history course, a social science Sociology and/or with Bio 219 Cell Biology or Bio course, and a humanities course). Two courses from 254 Developmental Biology and/or with Comp 365 the same area would not constitute a connection, Computer Graphics and/or with Fr 352 The Quill however. Students may, if they wish, take more than and the Brush the two or three courses required to complete a connection with this topic. 20002. Voting Theory, Math and Congress Not all elections are determined by simply counting Connections: History—Hist 230 U.S. Women to who gets the most votes and declaring that person 1869, Hist 231 U.S. Women since 1869, Hist 232 the winner. Mathematical theories of voting can Women in North American to 1790, Hist 233 U.S. create alternative voting methods that may then Women, 1790-1890, Hist 234 U.S. Women since be applied to congressional elections as well as to 1890. Humanities—Eng 247 African American the everyday functioning of the legislative branch. Women’s Literature, Eng 377 Feminist Criticism. These courses, meant to be taken simultaneously, Social Science—Econ 241 Women in U.S. will explore the relationship between theory and Economy, Psy 290 Psychology of Women, Wmst practice through a joint project in which students 312 Feminist Theory from both classes work together on a simulation of a political campaign and election. Connections: Math 217 Voting Theory and Pols 211 or Pols 311 Congress and the Legislative Development Studies Process Coordinator: Donna O. Kerner 23005. Women in the United States Faculty: Boroviak, Huiskamp These seven connected courses focus on women in the United States, addressing the intersections of The development studies minor is made up of gender, race and class in U.S. history, in U.S. social courses from several different disciplines, all of structures, and in U.S. literature and literary theory. which share a focus on the process of change and Students may combine them in a variety of ways to development of Third World nations. The minor create two- or three-course connections with dif- includes courses that focus on the concerns of ferent emphases, exploring the history of women, specific regions and courses on the process of the positioning of women in current society, or the development in general. Dual-Degree Programs 107

Minor M.B.A. with the Graduate School of Management at The minor consists of five courses from the list Clark University below. The courses must come from at least two B.S. in Engineering, Engineering Sciences and departments (anthropology and sociology are con- Science Management sidered separate departments) and must include M.A. program with the Andover-Newton Theological at least one course at the 300 level or above. They School must also include at least one of the core courses Dual-degree program with the New England College (marked c) and at least one area course (marked a). of Optometry Anthropology B.F.A. in Studio Art Anth 210 Feast or Famine: The Ecology and Tim Cunard, Coordinator Politics of Food This program awards the bachelor of fine arts (a) Anth 225 Peoples and Cultures of Africa degree (and the Wheaton A.B.) after a fifth year of (a) Anth 235 Peoples and Cultures of Latin America full-time study in residence at the School of the Anth 240 Urban Anthropology Museum of Fine Arts (Boston). (a) Anth 245 Indigenous Movements of Latin Students should apply to the Museum School America Admissions Office through the Wheaton coordinator Anth 250 Political Anthropology in their junior year. They will be expected to submit Anth 255 Women in Africa a portfolio of their work at that time; admission Anth 260 Women and Development is selective and contingent on approval by both (a) Anth 285 Peoples and Cultures of the Pacific schools. Interested students are urged to consult the Wheaton coordinator early in their Wheaton Anth 333 Economic Anthropology careers and no later than the fourth semester. Economics Other options for Wheaton students to study at the (c) Econ 232 Economic Development Museum School are also available. History Students accepted into the program will normally complete the equivalent of at least two three-credit (a) Hist 219 Norte y Sur: Modern Spanish America courses at the Museum School before beginning the Hist 225 Women in East Asia: Japan and Korea fifth year in residence there and may do so either by Hist 227 Women in East Asia: China cross-registering during the regular academic year (a) Hist 365 Modern China or by enrolling in the school’s summer program. (a) Hist 367 Modern Japan Credit for this work may be transferred to Wheaton Political Science and applied to the Wheaton A.B. degree. The school (a) Pols 203 African Politics offers day and evening courses throughout the year. In addition, students will complete a studio major (a) Pols 223 Contemporary Chinese Politics at Wheaton, including the senior seminar. They will (a) Pols 233 The Politics of Latin America participate in the required exhibition of their work at (a) Pols 263 The Politics of the Middle East Wheaton at the end of their fifth year. (c) Pols 323 Comparative Political Development In addition to elective studio work in any of the media offered at the Museum School, students will be expected to take two courses in visual and critical studies (art history) at the school in their fifth Dual-Degree Programs year. Contact program coordinators early. These pro- M.A. in Mass Communication and Communication grams are highly competitive. Studies John Grady, Coordinator B.F.A. in Studio Art through the School of the The dual-degree program with Emerson College of- Museum of Fine Arts (Boston) fers study in mass communication fields (television M.A. in Mass Communication and Communication and radio broadcasting and film production), and Studies with Emerson College communication studies (advertising, political com- M.B.A. with the Graduate School of Management munication and public relations). Wheaton students at the University of Rochester who qualify for the program begin by taking two graduate courses at Emerson in the summer after 108 Dual-Degree Programs their junior year and may be admitted to the pro- may also be arranged at other institutions on an gram at that time or at the beginning of their senior individual basis. year. Wheaton students then take two courses dur- The program with the Thayer School of ing the summer after their Wheaton graduation and Engineering at Dartmouth College requires a student two full semesters at Emerson in the year following to spend the first two years at Wheaton, the junior their graduation from Wheaton. year at Dartmouth as part of the Twelve College For admission to the program Wheaton students Exchange Program, studying engineering and other must have a cumulative Wheaton G.P.A. of at least applicable courses, and the senior year at Wheaton 3.0 at the time of application. In the summer after to complete the A.B. degree. The student then their sophomore year, students are urged to com- returns to Thayer in the fifth year to complete the plete an internship in communications, which may bachelor of engineering degree. be arranged with the Filene Center. Entrance requirements vary between the institu- tions and with individual fields of study, and interest- M.B.A. with the University of Rochester John Gildea, Coordinator ed students must work closely with the coordinator Students should be aware that the Rochester throughout their years at Wheaton in order to ensure Graduate School of Management program is highly their eligibility for admission into the programs. competitive and admission decisions are made by No particular academic program is prescribed, the Graduate School of Management only after a but a student’s three-year program should include student has completed five semesters at Wheaton. at least two courses in English (including writing Requirements while in attendance at Wheaton: courses), six courses in the humanities and social sciences, four to six courses in mathematics, two to 1. Since admission is not automatic, students six courses in physics and one course in computer should choose a major and make normal progress programming. Courses in biology, chemistry or toward completing it. Any liberal arts major is economics are also expected for some programs. acceptable. An elementary knowledge of calculus Acceptance into a dual-degree program is is required. Economics and statistics courses are dependent upon the strength of the student’s recommended. three-year academic record at Wheaton, the degree 2. The University of Rochester requires outstanding to which the student has completed appropriate scholarship for the first five semesters and recom- course requirements for the proposed field of study, mends taking the Graduate Management Admission and perceived abilities and promise for the success- Test (GMAT) by January of the junior year. ful completion of such a program. Wheaton students 3. The five-year program leads to the simultaneous must complete three years in residence at Wheaton. award of the A.B. degree from Wheaton and the degree of master of business administration from M.A. in Religion Barbara Darling-Smith, Coordinator the University of Rochester. The dual-degree program with Andover-Newton M.B.A. with Clark University Theological School prepares students for careers in John Gildea, Coordinator religion. It permits the completion of requirements Wheaton students may apply in their junior year for the bachelor of arts degree from Wheaton and to the Graduate School of Management at Clark the master of arts degree in religion from Andover- University in Worcester. Wheaton students then Newton in five years. The degrees are awarded complete the M.B.A. program at Clark as full-time simultaneously. Students ordinarily attend Wheaton Clark students in their fifth academic year. for seven semesters and spend three semesters B.S. in Engineering, Engineering Sciences or at Andover-Newton. Areas of concentration for the Science Management program are: John Michael Collins, Coordinator Bible Agreements with Worcester Polytechnic Institute World Religions and George Washington University allow students Philosophy of Religion completing three years at Wheaton and two or more Religion and Society additional years at these institutions to earn a bach- elor of arts degree from Wheaton and a bachelor’s Religion and the Arts degree in one of a variety of engineering fields. History of Christian Thought Programs in aeronautical or aerospace engineering Economics 109

It is possible for students to complete teacher tional aspects of economics. They include principles certification requirements in secondary education and methods of economic research and analysis of in the field of religion during the semesters spent issues that apply both to the private and public sec- at Andover-Newton Theological School or to earn tors of an economy. Course work at Wheaton may advanced standing toward the degree of master of be augmented by participation in the Washington, divinity. D.C., Economic Policy Seminar, a one-semester Students should consult the coordinator early in academic program and internship during the junior the second semester of their sophomore year. year administered by American University. Doctor of Optometry Major Barbara Brennessel, Coordinator The economics major consists of at least 11 The dual-degree program with the New England semester courses. These include Econ 101, Econ College of Optometry will permit prepared and 102 or Econ 112, Math 102 or another math course motivated Wheaton students with the professional subject to departmental approval, Math 141, Econ goal of a doctor of optometry degree to complete 201, Econ 202 and five other economics courses, the Wheaton bachelor of arts degree and the New at least two of which must be at the 300 level and England College of Optometry doctorate in seven one at the 400 level. Economics courses used to years. Wheaton students who gain acceptance to fulfill major requirements may not be taken pass/fail this program will apply to the New England College either at Wheaton or elsewhere. An overall average of Optometry during their junior year. If they have of C in all courses is necessary for completion of demonstrated superior achievement in both the the major. Wheaton curriculum and the optometry standard- Double majors and interdepartmental majors in ized tests, they may begin studies at the New art, development studies, English, history, math- England College of Optometry in the fourth year, af- ematics, philosophy, political science, psychology, ter completing three years of Wheaton’s liberal arts Russian studies, sociology and Hispanic studies curriculum, normally as a biology major. The fourth have been developed. Students with particular inter- year, at the New England College of Optometry, will ests can design an interdepartmental major with the provide the credits needed for the student to earn approval of the departments involved, the dean of the Wheaton A.B. at the same time as he or she academic advising and the provost. begins doctoral study. Independent study and honors work are encour- This program is designed for the academically aged. Majors who are considering graduate work outstanding student who has a strong and realistic in economics are strongly encouraged to take an motivation toward the optometric profession. extensive number of mathematics courses. See the Successful applicants will be superior high school department chair to determine the most appropriate students, especially in math and science, with ac- choices. ceptable SAT scores. Applicants will be interviewed by representatives of both Wheaton College and Minors the New England College of Optometry; it is The following minor concentrations are offered in expected that most candidates for this program will economics: the American Economy, the International identify themselves at the time of their admission to Economy and Economic Theory. Wheaton or within the first semester. The American Economy The minor concentration in the American economy provides students with a focus on the institutions, Economics issues and policies of the American economy. The introductory economics courses give an overview Chair: Brenda Wyss of economic analysis and its application to the U.S. Faculty: Buck, Chan, Freeman, Gildea, Miller, economy. The upper-level courses in the minor Walgreen, Williams develop in greater depth the study of specific areas The Economics Department offers a variety of of the American economy. courses that encompass the study of economic Five of the following courses (or their equiva- theories, history, institutions and quantitative tech- lents), including Econ 101 and Econ 102 and at niques. Courses cover both domestic and interna- least one 300-level course, are required. 110 Economics

Econ 101 Introduction to Macroeconomics Econ 102 Introduction to Microeconomics Econ 102 Introduction to Microeconomics Econ 201 Macroeconomic Theory Econ 213 Money and Banking Econ 202 Microeconomic Theory Econ 222 Economics of Race and Racism Econ 288 Foundations of Political Economy Econ 241 Women in U.S. Economy Econ 311 History of Economic Thought Econ 252 Urban Economics Econ 336 Mathematical Economics Econ 255 Corporate Finance Courses Econ 303 Public Finance Econ 309 Labor Economics and Industrial Relations 101. Introduction to Macroeconomics Macroeconomics covers the economic functioning Econ 360 Economics of Regulation and problems of society. Major topics include na- Econ 361 Industrial Organization and Public Policy tional income and growth, unemployment, inflation The International Economy and stabilization policies, federal revenues, expendi- tures and the deficit, and money and banking. The minor concentration in the international (John Alexander Gildea, John Miller, economy provides students with a focus on John A. Walgreen, Russell Williams) international economic issues. The introduc- tory economics courses give students a general 102. Introduction to Microeconomics perspective from which they can begin to analyze Microeconomics explains economic behavior of economic problems, while the remaining courses decision makers in the economy—consumers, take up specific concerns. These range from business firms, resource owners and governments. Major topics include pricing and the operation of problems faced by Third World countries in their markets for goods and services and for resources, struggle for development to the international trade the behavior of firms and industries in different mar- and balance of payments concerns of industrialized ket settings, income distribution and public policy. capitalist countries to the transitions of the formerly (Department) centrally-planned economies. Connections: Conx 20004 The Calculus of Five of the following courses (or their equiva- Microeconomics lents), including Econ 101 and Econ 102 and at least one 300-level course, are required. 112. Introduction to Microeconomics Econ 101 Introduction to Macroeconomics Microeconomics explains economic behavior of decision makers in the economy—consumers, Econ 102 Introduction to Microeconomics business firms, resource owners and governments. Econ 232 Economic Development Major topics include pricing and the operation of Econ 233 Sweatshops in the World Economy markets for goods and services and for resources, Econ 305 International Finance the behavior of firms and industries in different mar- Econ 306 International Trade ket settings, income distribution and public policy. (James Freeman) Economic Theory Connections: Conx 20004 The Calculus of The minor in economic theory provides students Microeconomics, Conx 20026 Biopharma with a study of the analytical methods used by 150. Principles of Financial Accounting economists. The introductory courses give a basic The principles of accounting used by economic development of the methodologies which econo- organizations, including the preparation and inter- mists use to address the subject matter of their pretation of financial statements. (This course does discipline. Their introduction is pursued in greater not count toward the economics major.) depth through the intermediate analysis courses, (Maryann Buck) Foundations of Political Economy and Mathematical 201. Macroeconomic Theory Economics. The History of Economic Thought ex- Economic aggregates and their theoretical relation- amines the historical development of contemporary ships. Topics include national income analysis, eco- economic theory. nomic fluctuations, stabilization policies, inflation, Five of the following courses (or their equiva- unemployment, theory of aggregate demand and lents), including Econ 101 and Econ 102 and at supply, and economic growth. General equilibrium, least one 300-level course, are required. Neoclassical, Monetarist, Keynesian, New Classical Econ 101 Introduction to Macroeconomics Economics 111

and Post Keynesian theoretical frameworks are history of women’s work, labor force participation, considered. occupational distribution and wages, the gender (John Miller) division of labor in household production (housework 202. Microeconomic Theory and child rearing) and related policy issues. The theory of the economic behavior of the (Brenda Wyss) individual household, firm and market. Topics Connections: Conx 23005 Women in the United include the allocation of consumer income, cost and States production functions, the determination of price and 252. Urban Economics output under perfect and imperfect competition, The identification, description and analysis of the pricing and optimal allocation of resources and problems that are basically urban in nature. Topics welfare economics. include the urbanization process, urban poverty, (Department) transport, housing, urban renewal, the problems 213. Money and Banking of metropolitan government, the design of urban This course studies the nature of money and credit environments and city planning. in a modern economy; the operations of banks, the (Russell Williams) Federal Reserve System and financial markets; the 255. Corporate Finance impact of the money supply on prices, income and The economics of corporate finance. Topics include employment; United States monetary policy and its capital budgeting, financial structure and the cost of relationship to other forms of stabilization policy; capital, sources and forms of long- and short-term and current domestic and international monetary financing, the operations of the capital market, problems. corporate taxes and the control of corporations. (John A. Walgreen) (John Alexander Gildea) 222. Economics of Race and Racism 288. Foundations of Political Economy Explores the interaction of race and racism with A radical view of the dynamics of a capitalist economic dynamics in society. The focus is on the economy and of the dimensions of the current United States although many topics covered are ap- economic crises in the United States. Topics include plicable to other countries. Topics include theories the elements of Marxist theory (e.g., historical of racism, housing issues, education, employment materialism, alienation, labor theory of value) and discrimination, business formation and economic problems of modern capitalism (e.g., imperialism, history. sexism, racism). (Russell Williams) (Brenda Wyss) 232. Economic Development 298. Experimental Course:Economics of Education Studies economic problems of less developed coun- Education is one of the major foci of spending in tries and policies to promote development. Topics the U.S. economy—it has been estimated that include theories of development and underdevelop- expenditures on education and training in the ment, the role of the agricultural and international United States total approximately $740 billion sectors, specific problems of unemployment, dollars per year, more than 10 percent of the U.S. income distribution and malnutrition. Gross Domestic Product. The three major sectors (Brenda Wyss) of the economy—households, government, and 233. Sweatshops in the World Economy businesses—all consider education to be a priority. This course engages students in the controversy But despite a consensus that education is important, regarding sweatshops and their role in the global there are many issues and controversies about ef- economy. We ask why sweatshops have returned to forts to provide education. Some of these are issues the United States, the richest economy in the world. associated with any activity involving an economy, We also ask what role the spread of sweatshops in and so they are issues raised not only in the United the developing world played in the alleviation and States but in countries around the world. What are perpetuation of poverty. the goals of education “production”? Are we produc- (John Miller) ing the amount and quality of education that we need to produce? How are the necessary resources 241. Women in U.S. Economy Theories and empirical analysis of women’s work for education created, obtained and distributed? in the United States. Topics include the influence Are we spending too much or too little? Who pays? of feminist thought on economics, a multicultural Who should pay? What are the appropriate roles of government, households and businesses? Through 112 Economics what market and non-market processes is the 309. Labor Economics and Industrial Relations demand for education coordinated with the supply Economics of labor markets, labor unions and of education providers? How does socioeconomic collective bargaining. Topics include labor force inequality shape education, and how do education participation; employment and unemployment; systems shape inequality, using economic theory, wage rates; education and training; labor market insights from data, and exploration of the argu- discrimination; issues, techniques and outcomes of ments behind various education policies. collective bargaining, and public policies affecting This course provides students with insights into workers and labor unions. Neoclassical, institu- these issues and others, combining an eclectic tionalist and radical theoretical frameworks are blend of economic theory related to education considered. with critical analysis of data, and with critical (James Freeman) analysis of actual and proposed education policies. 311. History of Economic Thought The goals are to see how education is related to The development of economic thought from the the fundamental goals of economic growth and mercantilist period to the present with primary economic prosperity, to understand the institutional emphasis on the classical economists, Marx, the frameworks that shape educational outcomes, to Marginalists and Keynes. Topics investigated are gain knowledge about how economic theory pro- the relationship between economic theory and vides insight into education issues, to understand its historical milieu, the role of paradigms in the how economic theories are woven into current development of economic ideas and the histori- and proposed policies for changing educational cal antecedents to current schools of economic policy, and to further develop students’ skills in the thought. analysis of economic policy initiatives. (John Miller) (Russell Williams) 330. Applied Econometrics 303. Public Finance Applications of regression analysis, a versatile sta- Analysis of the revenue and expenditure poli- tistical tool frequently used in empirical economic cies of the public sector in light of the allocation, studies as well as in other social and natural sci- distribution and stabilization functions of govern- ences. The primary emphasis will be on developing ment. Topics include the proper role of government, a sound understanding of the ordinary least squares industrial policy, the management of externalities, method, thus enabling students to read, understand the budget deficit, public expenditures, and the and evaluate studies using this technique. Students nature and incidence of the U.S. tax system. will use the computer to run their own regressions. (John Miller) (James Freeman) 305. International Finance This course examines international financial rela- 336. Mathematical Economics Introduction to the application of mathematical tions among nations. Topics covered include the tools and techniques to economic analysis. Topics balance of payment accounts, foreign exchange include solving linear economic models using matrix rate determination, monetary and fiscal policies algebra, comparative static analysis, multivariable in an open economy, global financial liberaliza- optimization with and without constraints, and linear tion, financial and currency crises, debt crises, programming. the debate on fixed versus flexible exchange rate (John Alexander Gildea) regimes, including “dollarization,” currency unions and monetary unions. 360. Economics of Regulation (James Freeman) Analysis of government regulation and its impact on 306. International Trade society. Three major areas are covered: economic This course examines the effects of international regulation, social regulation and anti-trust policy. trade on economic growth, income distribution, Topics include environmental regulation, merger and labor and environmental standards. The topics policy, business pricing and marketing practices, covered include theories of trade, welfare effects of regulation of public utilities, health and safety trade restrictions, U.S. and E.U. trade policies, trade regulation and deregulation. issues of developing nations, multilateral trade (John A. Walgreen) negotiations under GATT and WTO, preferential 361. Industrial Organization and Public Policy trade agreements and multinational enterprises in The role of the large business corporation in the the world trading system. United States economy. The competitive structure (James Freeman) of American industry and problems of monopolistic Education 113

behavior and performance. Policies to promote bet- Minor ter market performance. Students who are planning to seek licensure with (Department) a minor in education and student teaching in their Connections: Conx 20038 Top Secret senior year should consult with the appropriate co- 399. Selected Topics ordinator as soon as possible in their Wheaton ca- A course for advanced students, the content of reer. Early, careful advising enables students to plan which is determined according to the interests of the their four-year schedules to meet all Massachusetts students and the instructor. This course is offered at licensure requirements. All education courses the discretion of the department. required for licensure involve field study and train- ing in area schools. Students considering teaching 401. Seminar: Topics in Law and Economics Economic analysis of legal rules and institutions. in independent schools or charter schools may not Topics include the common law doctrines of need to be licensed, although licensure is some- property, contracts and torts. Crime and the legal times required by employers. process. Current information about the performance of (John A. Walgreen) Wheaton graduates on the Massachusetts Tests for Educator Licensure (MTEL) is available on the 402. Seminar: Current Economic Issues college Web site. A discussion of problems and controversies facing today’s policymakers and an economic analysis of Criteria for Admission to Minor Programs the costs and benefits associated with various policy Upon entry into Educ 240, Educ 250 or Educ 260, solutions. Topics chosen for discussion will depend a student may apply to enroll in the Education upon class interest, recent research and current Department’s minor concentration. This process events. involves three steps: first, the student meets with (John Alexander Gildea) the appropriate Education Department coordinator 403. Global Economic Controversies for planning and assessment; second, the Minor This seminar will highlight a series of current Concentration Form must be approved by the international debates. Students will study competing coordinator and the student’s major advisor; and perspectives and will develop their own positions on third, the student submits the form to the college each topic, both in writing and in classroom discus- registrar. sions. The debates chosen for discussion each semester will depend on timeliness, class interests Criteria for Retention and Admission to the Practicum and for Licensure and recent research. Potential topics include global- ization of environmental protection, trade liberaliza- All students seeking licensure must take and tion, international labor standards and immigration. pass the Communication and Literacy sections of (Brenda Wyss) the Massachusetts Tests for Educator Licensure (MTEL) before entry into all senior-year courses. Additionally, early childhood and elementary education minors must pass the MTEL Foundations Education of Reading test before entry into the senior-year curriculum course. Admission to the practicum Chair: Vicki L. Bartolini is by permission of the department. Normally, to Coordinators: Frinde Maher, Mary Lee Griffin gain admission to the practicum, students must Faculty: Mallette, Olson, Rogers, Werner maintain a cumulative GPA of B-. For entry into the practicum, students must also receive a B- or The offerings of the Education Department serve better in education curriculum courses. They those interested in the liberal study of education must demonstrate satisfactory completion of as well as those preparing for a career in teaching. the field-work experiences and show promise of While no major is offered, courses in education fulfilling the Massachusetts Licensure Standards. include opportunities for teaching and for meeting Completion of the practicum does not guarantee licensure requirements for public school teaching at licensure. To achieve Massachusetts licensure, the early childhood (Pre-K–2), elementary (–6) and students must demonstrate basic competency secondary (8–12) levels in Massachusetts. in the Massachusetts Department of Education Professional Teaching Standards and pass all 114 Education relevant sections of the Massachusetts Tests for and experiences specifically designed to meet Educator Licensure (MTEL). Students then apply to the licensure standards. The practicum involves the state to be licensed. full-time student teaching and practice in the role of a classroom teacher at cooperating schools. The Requirements for licensure following prepracticum courses are required: two Described below are the specific requirements for of the three courses Educ 240, Educ 250 and Educ Massachusetts teacher licensure at the early child- 260; Educ 251; Educ 375; Educ 385 and Educ hood, elementary and secondary levels, as well as 390. All of these, as well as required arts, sciences departmental requirements for the general minor. and humanities distribution course work, must be All students seeking licensure must take and pass completed before the two practicum courses, Educ the MTEL Communication and Literacy Test before 396 and Educ 395. Also required are Math 133 or entry into senior-year courses. In addition, early Math 101, Psy 203 and one of the following: first childhood and elementary education minors must aid, lifesaving or CPR training. Field-work training: pass the MTEL Foundations of Reading Test before A student must complete a minimum of 20 hours the fall of senior year. During the senior year all of classroom observation, tutoring and teacher education minors seeking licensure are expected to assisting in each of two prepracticum courses. take the appropriate subject matter test or tests. Licensure regulations are determined by the state of Students seeking licensure in either program Massachusetts; thus, students must stay abreast of must also undertake at least one January, spring or possible changes. summer internship in an educational setting prior to student teaching. This internship should be at Practicum requirements least 40 hours in duration and should be under- During the senior year, a student will complete a taken through the auspices of the Filene Center’s semester-long, two-and-one-half-credit student Learning Outside the Classroom program. A record teaching practicum plus a one-credit seminar in of this internship will go on the student’s Work and teaching methods. While student teaching, Wheaton Public Service Record at the Filene Center; a copy students will intern at the cooperating schools for will go in his or her Education Department file. the entire school day and will follow the public Finally, students must have achieved a B- cumu- school calendar. Students may take only one ad- lative GPA, at least a B- in the curriculum courses, ditional Wheaton credit during the semester and maintained overall “good standing” within the col- this must be fulfilled after the regular school hours. lege, and obtained permission from the department A student must notify the department chair of any in order to gain admission to the student-teaching incomplete grade from the previous semester. practicum. An incomplete may disqualify the student from admission to the practicum. One hundred hours of Early Childhood Education: Teachers of Students with or without Disabilities (Pre-K–2) practicum must be completed at the Pre-K through To qualify for licensure, a student must complete kindergarten level and 200 hours at the 1-2 level. the major concentration and a minor program in One setting must be an inclusion classroom. early childhood education with appropriate course Arts, sciences and humanities distribution course work. He or she must also pass the following three work in the field of early childhood education Massachusetts Tests for Educator Licensure: MTEL A student must also take approximately nine Communication and Literacy, MTEL Foundations of courses equivalent to 36 semester hours of credit Reading and MTEL Early Childhood Subject Test. in the following areas: psychological foundations, children’s literature, the sciences, mathematics and Major requirements for early childhood education the social sciences. These requirements are nor- A Wheaton student will complete a major concen- mally met by careful selection of liberal arts courses tration (usually equivalent to at least 36 semester that fulfill Wheaton’s general distribution require- hours of credit) in a liberal arts field relevant to ments. Consult the departmental coordinators for early childhood education. Please consult the a list of courses that are especially recommended. departmental coordinators to determine appropriate Specifically, students are also required to take Math subjects for the major. 133 to fulfill their mathematics requirement, unless Minor requirements in early childhood education a waiver is granted by the Mathematics Department. A student must complete the prepracticum and the Licensure regulations are determined by the state of practicum. The prepracticum consists of courses Education 115

Massachusetts; thus, students must stay abreast of must notify the department chair of any incomplete possible changes. grade from the previous semester. An incomplete may disqualify the student from admission to the Elementary Education (Grades 1–6) practicum. To qualify for licensure, a student must complete the major concentration and a minor program in Arts, sciences and humanities distribution course elementary education and take appropriate course work in the field of elementary education work in the interdisciplinary field of elementary edu- A student must also take approximately nine cation. He or she must also pass the following three semester courses equivalent to 36 semester hours Massachusetts Tests for Educator Licensure: MTEL of credit in the following areas: literature, the sci- Communication and Literacy, MTEL Foundations of ences, mathematics and the social sciences. These Reading and MTEL Elementary Subject Test. requirements are normally met by careful selec- tion of liberal arts courses that fulfill Wheaton’s Major requirements for Elementary Education general distribution requirements. Consult the A Wheaton student will complete a major concen- Education Department faculty for a list of courses tration (usually equivalent to at least 36 semester that are especially recommended. Specifically, hours of credit) in a liberal arts subject-matter field students are also required to take Math 133 to relevant to elementary education. Please consult the fulfill their mathematics requirement, unless a departmental coordinators to determine appropriate waiver is granted by the Mathematics Department. subjects for the major. Licensure regulations are determined by the state Minor requirements in Elementary Education of Massachusetts; thus, students must stay abreast A student must complete the prepracticum and the of possible changes. practicum. The prepracticum consists of courses Secondary education (grades 8–12) (Modern and experiences specifically designed to meet foreign languages: 5–12) the licensure standards. The practicum involves Students may prepare for Massachusetts teacher full-time student teaching and practice in the role licensure in a secondary school in one of the of a classroom teacher at cooperating schools. following major concentrations: English, history, The following prepracticum courses are required: mathematics, biology and three modern foreign two of the three courses Educ 240, Educ 250 and languages: French, German and Spanish. To qualify Educ 260; Educ 251; Educ 385 and Educ 390. for licensure, a student must complete appropriate All of these, as well as required arts, sciences courses in the major and fulfill the course require- and humanities distribution course work, must be ments leading to a minor in secondary education. completed before the two practicum courses, Educ He or she must also pass the appropriate sections 396 and Educ 395. Also required are Math 133 or of the Massachusetts Tests for Educator Licensure. Math 101, Psy 203 and one of the following: first Major and minor requirements in secondary aid, lifesaving or CPR training. Field-work training: education A student must complete a minimum of 20 hours Massachusetts licensure standards require dem- of classroom observation, tutoring and teacher onstration of subject-matter competence as well as assisting in each of two prepracticum courses. teaching competence during the student teaching Licensure regulations are determined by the state of practicum. Each participating academic department Massachusetts; thus, students must stay abreast of has therefore developed a specific set of course possible changes. requirements and other experiences in the major Practicum requirements that fulfill the subject-matter standards. Before stu- During the senior year, a student will complete a dents undertake a secondary education program, semester-long, two-and-one-half-credit student they must consult with their major advisor and teaching practicum plus a one-credit seminar in re- the secondary education program coordinator. At flective teaching practices. While student teaching, that time, the student and department advisor will Wheaton students will be at the cooperating school plan a major program that meets the subject-mat- for the entire school day and will follow the public ter requirements of the Massachusetts licensure school calendar. They may take only one additional standards, as well as the minor program to fulfill Wheaton credit during the semester and this must the student’s minor concentration requirements in be fulfilled after the regular school hours. A student secondary school education. 116 Education

A student must take the following prepracticum 250. Schooling in America courses: two of the three courses Educ 240, Educ A survey of the American school, emphasizing his- 250, and Educ 260; Educ 251, Educ 270 and Educ torical and sociological perspectives. Readings will 391. All of these must be completed before the focus on the history, goals and structure of American practicum courses, Educ 396 and Educ 395. schools, as well as current issues such as the standards movement and recent innovations such as Field-work training multicultural education. A student must complete a minimum of 15–20 (Frinde Maher, Kirsten Olson) hours of classroom observation, tutoring and Connections: Conx 20053 Schooling in Modern teacher assisting in at least two of the prepracticum Society courses. 260. Teaching and Learning Practicum requirements This course has its focus at the crossroads where During the senior year, a student will complete a theory and educational practice intersect. Through semester-long, two-and-one-half-credit student readings, discussions and field experiences, students teaching practicum plus a one-credit seminar in will examine their beliefs as well as myths and teaching methods. While student teaching, the metaphors related to teaching and learning. Weekly Wheaton student will intern at the cooperating fieldwork is required. school for the entire school day and follow the (Vicki L. Bartolini) public school calendar. The student may take only Perspectives on the learner one additional Wheaton credit during this semester and this (full-credit or half-credit) course must meet 225. Global Education for Intercultural Competence after the close of school. Students must notify the This course is intended to introduce students to the fundamental concepts associated with intercultural department chair of any incomplete grade from the competence. It is also intended to make them previous semester and this may prevent admission more aware of the skills, attitudes and knowledge to the practicum. necessary for global citizenship as they embark on General Minor in Education a cross-cultural immersion experience. Its central Upon application, a student may be admitted to a premise is that our past, present and future raise general minor in education. Normally this does not questions that can only be understood when we look include preparation to teach, but rather provides beyond our borders. As such, success in negotiat- an opportunity to study specific issues and related ing this increasingly complex, interdependent and topics in education. Five courses are required, three interconnected world requires that we understand of which must be education courses. The remain- these issues and the forces that shape them. ing two courses need not be within the department Students will be introduced to theories of global- ization and cross-cultural communication. They will so long as they are appropriately related to the also explore how the values they hold complement or subject of study. One 300-level course is required. diverge from the global processes at work and in the Permission of the Education Department faculty is end, have a more developed sense of their obliga- necessary. tions as global citizens. Courses 251. Special Education, Pre-K–12 Foundations of education This course surveys the history of special education Students fulfill the foundations of education in the United States, including national and state requirement by taking two out of the following three special education laws and procedures for identifying courses: and serving children with special needs. Current special education models and strategies for work- 240. Multiple Perspectives on Literacy ing with children with special needs in the regular This course explores the roles of teacher and classroom will be examined. Field observation is learner through the lens of students’ literacy devel- required (9 hours). opment. Classroom contexts and the intersection of (Marge Werner) home, community and school form the foundation of this field-based course. Through a shifting focus 270. Issues of Adolescent Development on theory and practice, students conceptualize and Multiple perspectives on the physical, cognitive reconceptualize the roles of teacher and learner. and psychosocial transitions related to adolescent (Mary Lee Griffin) development. Topics include current versions of de- Education 117

velopmental theory; specific issues related to early, 381. Elementary Curriculum middle and late adolescence; the adolescent peer This course is designed to develop a conceptual- culture; sexualities and sex education; multicultural ization of teaching and the role of the teacher in issues in adolescence; and changing male/female elementary education (grades 1–6). The planning, roles. Field experience is required (20 hours). instruction and evaluation phases of teaching will (Frinde Maher, Peony Fhagen-Smith) be examined with a focus on the curriculum areas Connections: Conx 23006 Sexuality of math and science. A minimum of 20 hours fieldwork is required, scheduled as a lab. A series 275. Learning in the Social Sciences of workshops in the expressive arts, health, tech- This course examines the literacy skills needed nology and the integrated curriculum completes for social studies reading and writing. Through the course. a dual focus on pedagogy and social studies (Vicki L. Bartolini) content, the course explores theoretical perspec- Connections: Conx 23015 Learning to Learn in tives, methods and materials brought to bear on Math and Science the study of history, geography, economics, and civics and government in the elementary classroom. 385. Early Childhood and Elementary Curriculum Massachusetts Curriculum Framework for History This course is designed to develop a conceptual- and Social Science outlines academic content and ization of teaching and the role of the teacher in skills essential to the study of human experience early childhood and elementary education settings past and present. (grades Pre-K–6). The planning, instruction and (Mary Lee Griffin, Claire L. Mallette) evaluation phases of teaching will be examined with a particular focus on the curriculum areas 299. Selected Topics of math and science. A minimum of 20 hours of A course for interested students on aspects of the fieldwork is required, scheduled as a lab. A series American educational system, the content and of workshops in the arts, health, technology and topics of which are determined according to the MTEL test preparation complete the course. interests of the students and instructor. This course (Vicki L. Bartolini) is offered at the discretion of the department. Connections: Conx 23015 Learning to Learn in 375. Issues in Early Care and Education Math and Science This course examines complex issues determining and affecting the quality of early care and education 390. Teaching of Reading and the Language Arts for young children. Current research related to no- An introduction to reading, writing and related tions of childhood as well as national and interna- language activities in early childhood and elemen- tional policies will be discussed. Students choose tary education with emphasis on the development among several options for off-site visits, according to of an understanding of the reading process. The interests, transportation and scheduling availability. appropriateness of current curricula, methods and (Vicki L. Bartolini) materials will be considered in light of philosophi- cal and practical objectives. A minimum of 20 Curriculum and methods hours of fieldwork, scheduled as a lab. 371. Early Childhood Curriculum (Mary Lee Griffin) This course is designed to develop an understanding Connections: Conx 20012 Reading Children of teaching and learning in the early childhood class- 391. Secondary School Curriculum room (Pre-K through 3). Planning, instruction and A study of the secondary school curriculum evaluation phases of teaching will be examined with (grades 8-12) with emphasis on approaches to a focus on the curriculum areas of math, science, teaching at the secondary level and the methods health, art and movement. Curriculum frameworks, and practices used. Discipline-specific train- integrated curriculum methods and developmentally ing in teaching methods will be provided. Field appropriate practices will be an integral part of the experience: a minimum of 20 hours of classroom course. A minimum of 20 hours fieldwork is required, observation and participation in area secondary scheduled as a lab. A series of workshops in health, schools. Open only to seniors who plan to student expressive arts, technology and the integrated cur- teach. riculum will be held throughout the course. (Frinde Maher, Kathryn M. Rogers) (Vicki L. Bartolini) Connections: Conx 23015 Learning to Learn in Math and Science 118 Education

The practicum in teaching 220. Introduction to Tutoring Writing An introduction to the theory, methods and practice 395. Seminar in Teaching Methods A series of two-hour seminar sessions that use the of tutoring in the writing of essays and other college Massachusetts Professional Standards for Teachers assignments. As peer tutors, students will provide to focus on effective instructional strategies and assistance to other students through individual classroom management techniques. The seminar tutoring and perhaps workshops. (previously EDUC provides opportunities for reflection, support, 025) sharing and guidance during student teaching. The (Susan Dearing) seminar must be taken concurrently with Educ 396. Summer Internship (one credit) Section 1. Early Childhood (Vicki L. Bartolini, Mary 070. Brighton Internship Program This course, typically offered in the summer, Lee Griffin) places Wheaton education minors for two weeks Section 2. Elementary (Vicki L. Bartolini, Mary Lee as classroom interns in British primary school Griffin) classrooms. The two school sites are Woodingdean Section 3. Secondary (Frinde Maher) Primary School and Down’s View School, both in 396. Student Teaching Practicum in the Public Woodingdeen, U.K. This experience allows Wheaton Schools education students to observe and learn about A full-time, full-semester student-teaching British literacy and numeracy practices as well as experience in which students assume increasing the education implication of implementing a national professional responsibility for teaching in a local curriculum in these school settings, one a “typical public school. Concurrent enrollment in Educ 395 is school,” the other a school for profound special required. By permission of the instructor. needs students. Section 1. Early Childhood (Vicki L. Bartolini, Mary (Mary Lee Griffin) Lee Griffin) Section 2. Elementary (Vicki L. Bartolini, Mary Lee Griffin) Engineering Section 3. Secondary (Frinde Maher) (See Dual-Degree Programs) Peer counseling and tutoring 020. Developmental Issues for College Students An introduction to student development theories, this course is one component of the residence English hall staff selection process. Areas addressed will include leadership styles, values clarification and Chair: Michael Drout interpersonal skills. Faculty: Bryant, Buck, Byrne, Campana, Christian, Clark, Coale, Conway, Dearing, Green, Kanost, 022. Intellectual and Social Development in the Krebs, Lebduska, Lough, Meehan, Mulholland, College Years Schaffzin, Standing, Stenger, Williams College transitions highlight intellectual and social development in late adolescence. Change may The English curriculum offers a balance of old and promote instability or higher functioning. Outcomes new literature, film and print media, writers recog- may be mediated by a range of support. This nized in the traditional canon and writers who have course, for preceptors, explores college student been traditionally marginalized. Courses are taught development/coping and the efficacy of transitional through a variety of literary, critical and theoretical support systems. approaches, and all courses integrate concepts and 026. Introduction to ESL Tutoring scholarship on race and its intersections with class (Susan Dearing) and gender. The English Department participates in interdisci- 030. Head Residents Seminar plinary major programs in American studies, theatre Designed for head residents, this course will help studies and dance, women’s studies and others. students develop the skills required for leadership and program planning roles in residence halls. English majors wishing to study abroad may do Specific issues such as homophobia, prejudice and so through Wheaton’s Center for Global Education racism will be addressed. English 119

sites in England, Scotland, Ireland, Australia and of their first year or during the first semester of New Zealand. sophomore year. Majors who plan their junior year away should The English major with a concentration in take at least four courses toward their major (Eng creative writing consists of 11 or more courses 101 does not count toward the major) before leav- beyond the 100 level, including: ing. All 300- and 400-level English requirements At least six courses in literature, including Eng must be taken at Wheaton. Majors contemplating 290, one literature course at the 300 level and Eng graduate study in literature or communications 401. At least one course must be in literature from should normally take Eng 306, Eng 313, Eng 376, before 1800 and at least one course must be in and Eng 377, among at least 13 English courses contemporary literature. beyond Eng 101. At least five writing courses above the 100 level, normally including three courses at the 200 level Major in English and two courses at the 300 level or above. The The major in English consists of 10 or more concentration must include at least one 200- or courses in English beyond the 100 level. These 300-level sequence (e.g., poetry writing/advanced requirements include: poetry writing or fiction writing/advanced fiction Eng 290, a section of Eng 401, two other courses writing). Students who successfully complete an at the 300 level or above and two courses that advanced writing course may be invited to under- focus on literature written before 1800. The 300- take an Eng 499 independent study in writing or and 400-level courses must be taken at Wheaton. a 500-level honors project, with the permission of the department. Major in English with a concentration The English major with a concentration requires Other concentrations 11 courses. Students fulfill the same requirements The following are examples of other potential as for the basic English major and also choose a concentrations within the English major. A student five-course concentration, for a total of 11 courses wishing to create a concentration not listed, or to in the major. It is normally desirable that one of modify a listed concentration, needs to petition the the five courses in the concentration be at the department for approval. 300 level or above. One of the five courses can, The concentration in literature, film and race with the approval of the department, be taken in The five courses can include such courses as Eng a department other than English. In general, if a 247, Eng 255, Eng 256, Eng 257, Eng 347. student wants to count a course that is not specifi- cally listed for a concentration in the catalog, he or The concentration in colonial and postcolonial she needs to petition the department for approval. literature Similarly, a student who wants to create a concen- The five courses can include such courses as Eng tration that is not listed below needs to petition the 235, Eng 244, Eng 245, Eng 246. department. Students who want to major in English The concentration in drama with a particular concentration should normally The five courses can include such courses as Eng apply by the end of the junior year. 241, Eng 246, Eng 252,Eng 273, Eng 274, Eng The concentration in creative writing 288, Eng 309, Eng 310, Eng 388. With permission of the department, a student The concentration in gender interested in creative writing may enroll in a The five courses can include such courses as Eng program that emphasizes writing and literature 236, Eng 240, Eng 247, Eng 272, Eng 348, and equally. Students wishing admission to the creative Eng 377. writing concentration should submit a portfolio of work to the department early in the first semester The concentration in medieval/Renaissance of the junior year. Detailed guidelines are available literature from the department. Students hoping to apply for The five courses can include such courses as Eng admission to the concentration are strongly advised 207, Eng 208, Eng 273, Eng 306, Eng 309, Eng to discuss their course plans with the director of 310, Eng 313. the creative writing program, preferably by the end 120 English

The concentration in poetry academic English. In addition to one class meeting The five courses can include such courses as Eng per week, students meet individually with the course 208, Eng 232, Eng 240, Eng 260, Eng 283, Eng instructor and a writing tutor to identify and pursue 313, Eng 326, Eng 341, Eng 383. solutions to specific writing problems. The course is normally taken either prior to or at the same time as The concentration in modern and contemporary English 101. culture and media (Susan Dearing, Constance Campana) The five courses can include such courses as Eng 249, Eng 256, Eng 257, Eng 272, Eng 286, Eng 060. Writing for Multilingual (ESL) Students 341, Eng 343, Eng 348, Eng 357, Eng 376. English 060 is designed to help non-native speak- ers of English gain the knowledege, skills and Major in dramatic literature and theatre practice necessary to succeed at college writing. The major in dramatic literature and theatre is Students who place into this course must take it administered jointly by the theatre and English for two semesters, once concurrently with English departments. See the theatre studies and dance 101 in the fall semester, and then once more in the department listing for additional requirements. spring, in order to fulfill the first-year writing and foreign language requirements. With permission of Minor the instructor, other students for whom English is a The English minor is in literature and consists of at second language may elect to take the course once least five courses, one of which must be at the 300 for one-half credit or twice for one full credit. level or above and one of which is Eng 290 or the (Susan Dearing, David Williams) equivalent. Other writing courses Courses Writing courses for first-year students and sopho- 280. Professional and Technical Writing mores An advanced course in practical writing, with emphasis on writing as problem solving and on 101. Writing conciseness and clarity. Each student will select Required of all first-year students except those who a particular local problem requiring a professional have passed the Advanced Placement examination or technical solution, research the history of that with a 4 or 5 or have passed the Wheaton exemp- problem, and write a report recommending a course tion examination, which is given by invitation. The of action to a specific audience. In addition to focus for the writing and reading varies from section preparing frequent shorter writing assignments and to section, permitting students to follow special the final large report, students will also be required interests and explore new material. All sections to attend at least one career-related workshop or introduce students to some college-level literacy seminar offered by the Filene Center and to prepare practices. The topic for each of the sections will be a short report based on that seminar. announced before the date of course selections (Lisa Lebduska) and sent to all entering students during the sum- Connections: Conx 20018 Communicating mer. Recent topics have included popular culture, Information London, multicultural lives, the environment, and rebellion and authority. 281. Creative Nonfiction At least one short paper each week or a longer In richly textured prose that pays attention to detail, paper biweekly is required. Focus is on understand- metaphor and perspective, workshop participants ing invention, composing, revising and editing will reflect on various landscapes and their effects processes and using them. Students are encour- on the imagination. The places might include the aged to engage in conferences outside of class with students’ hometowns and neighborhoods as well their professors and to seek the help of Wheaton’s as vacation spots or travels abroad. By linking the student writing tutors, who have completed a one- writers’ experiences of these places to broader semester peer tutoring course that is jointly offered themes in literature, especially the themes in travel by the English and education departments. literature, workshop participants will craft works of literary nonfiction. While the workshop is intended 010. Basic Writing for students of creative writing, the class may inter- A small class for students who want individualized est students in history, art and art history, as well as instruction and practice in writing and who need to the natural sciences. achieve a satisfactory level of proficiency in written (Deyonne Bryant) English 121

282. Literary Translation 288. Playwriting: Form and Craft An introduction to the theory and practice of liter- Conflict. Paradox. Mystery. Suspense. Gossip. ary translation. In addition to reading translations Poetry. Lies. All the ingredients of great plays. From and discussing the pleasures and problems of dreams, memories, coupons, newspaper articles, translation, students will undertake individual rare books, overheard snippets of conversation, projects in translation of poetry and fiction of their visual images and sounds, you will be encouraged choice. Open to sophomores, juniors and seniors to create fragments of dramatic writing (i.e., dia- with reading competency in one or more languages logues, monologues, settings) unique to your own in addition to English. Previous experience in imagination and temperament. Then our focus will creative writing is desirable, but not required. shift to revision and expansion—deepening charac- (Sue Standing) ter, refining language and building a dramatic arc. Readings of contemporary plays, theory, manifestos 283. Poetry Writing: Form and Craft An introduction to poetry writing and poetics. and reviews will supplement our creative work. Student writing, as well as issues of craft and tech- (Charlotte Meehan) nique, will be discussed in class and in individual 289. Word and Image conferences. Some experience in writing poetry is This course focuses on interrelations between preferred, but not essential. creative writing and visual imagery. Following explo- (Sue Standing) rations of writers’ responses to visual phenomena (including painting, sculpture, photography, artists’ 284. Introduction to Fiction Writing This course is designed to give students practical books, scientific imagery and other media) and knowledge of the basics of craft as well as insight artists’ responses to language, you will have the into the creative process. Workshop participants opportunity to write about and to create multimedia will study and practice the techniques of writing pieces and to collaborate with others, both inside the character-driven story through guided exer- and outside the class. This course is designed cises. Open to sophomores, juniors and seniors primarily for creative writing students, but artists, with permission of the instructor. musicians, dancers, filmmakers and others inter- (Deyonne Bryant) ested in multimedia projects incorporating texts are also encouraged to enroll. 285. Literary Journalism (Sue Standing) Combines practice in expository journalistic writing Connections: Conx 23012 Visualizing Information with basic reporting skills and discussion of the cultural work of journalism. The focus in the class 383. Advanced Poetry Workshop will be on depth rather than timeliness, on rewriting Intensive practice in the writing of poetry. Exercises and revision rather than writing quickly. Students and independent work, using assigned readings should expect to publish some of their work in an as models, will be discussed in workshop sessions appropriate forum. and individual conferences. (Paula M. Krebs) (Sue Standing) 287. Writing for Performance 384. Advanced Fiction Workshop What is performance? From the wave of a hand This course allows students to study and practice and the way we hold utensils to our intonation various aspects of fiction writing through work- patterns and use of vocabulary, what often appear shops and readings in the long story, the novella to be “unconscious” behaviors actually play out and the novel. Class discussions will be based on as signifying performances for spectators on the the students’ manuscripts and selected published stage of everyday life. Together, we will re-cre- works. Significant written output and revision are ate, revise, expand and contextualize our own expected of workshop participants. performances and “stage” them—everywhere but (Deyonne Bryant) in the theatre. Readings in philosophy, performance 388. Advanced Playwriting theory, art history, theatre and current events will After we’ve written one or two plays, what we help to foster a climate of heightening and trans- have to hold onto in those terrifying moments of forming the details and language of autobiography. facing the blank page are more refined instincts; a (Charlotte Meehan) sharper sense of immediacy; some tools for creat- Connections: Conx 20009 Performing into Theory ing character, dialogue, setting, and dramatic arc; and probably a stronger determination to make the 122 English beast fly. Through a series of writing exercises and enable students to engage in the contexts out of an ongoing discussion of individual creative pro- which the experiences detailed in the texts emerge. cess, we will focus on developing, shaping, refining (Shawn Christian) and energizing our content. Plays written in this Connections: Conx 23010 Black Aesthetics course will be included in the annual spring New Plays Festival. Readings of contemporary plays, 224. Eighteenth-Century Literature and Culture theory, manifestos and reviews will supplement our By introducing students to the poetry, prose, drama, creative work. and culture of the late 17th century and early 18th (Charlotte Meehan) century, this course examines the enormous politi- cal, social and literary changes that occur with the 499. Independent Writing advent of modern Great Britain. We will read more As part of the creative writing concentration, after traditional authors such as Swift, Rochester, Dryden successful completion of a least one advanced and Pope, as well as recently “discovered” authors writing workshop, students may be invited to like Lady Mary Wortley Montagu, Anne Finch, and undertake a semester of independent writing Aphra Behn. We will look at Pepys’s accounts of under the guidance of and with permission of the England during fire, plague and political upheaval; instructor. explore the emergence of modern journalism in (Deyonne Bryant, Charlotte Meehan, Sue Standing) Addison, Steel and Haywood; and read travel English literature and languages narratives that will help bring into focus British After successfully completing Eng 101, all students encounters—and responses to encounters—with are encouraged to take any English Department the cultures and people of the Americas, the Near East, India and the Pacific Islands. course at the 200 level, except Eng 247 and Eng (James Mulholland) 290. 232. Romantic Reveries and Revolutionary Visions 207. Medieval Literature: Beowulf and Others What has the British Romantic legacy of writers like The class will examine medieval literature from the Wordsworth and Keats, Coleridge and Shelley left Anglo-Saxon period to the end of the 15th century. us? How did they grapple with their revolutionary All texts will be in translation or modernized. We ideals as well as their own historical circumstanc- will read Beowulf, Sir Gawain and the Green Knight es? We will critically and culturally examine their and Dante’s Inferno as well as various shorter texts poetic exploration of the mind in all its psychologi- from the Old and Middle English periods. cal complexities, the political dimensions of their (Michael Drout) lyric assertions and the images that still seem to 208. Anglo-Saxon Literature affect our contemporary culture. Students in this class will learn Anglo-Saxon, the (Samuel Coale) earliest form of English. We will mix the study 235. Empire, Race and the Victorians of language with the study of literature and by By the end of the 19th century, Britain had the most the end of the semester students will be able to powerful colonial empire in the world. That empire translate Anglo-Saxon poetry. Readings will include was acquired during a key time in the formation of famous and beloved poems such as Beowulf, European and American ideas about race and we The Dream of the Rood, The Wanderer and The have inherited many of the Victorians’ assump- Seafarer as well as prose texts and less well tions about race, ethnicity and relations between known poems. The course uses King Alfred, an Western Europe, Africa, Asia and America. This experimental computerized learning assistant. course explores literature about the British Empire, (Michael Drout) the political, social and sometimes even sexual Connections: Conx 20056 Computing and Texts issues that underlay the acquisition of colonies and 209. African American Literature and Culture the scientific writings that helped to shape defini- A survey of African American literature and its tions of race. We will read poetry, nonfiction prose, interplay with other modes of cultural production in novels, travel literature and plays, and we will share African America. Students will examine representa- resources and some class time with Bio 111. tions of African American experiences in poetry, (Paula M. Krebs) drama, autobiography, fiction and film/documen- Connections: Conx 20019 The Darwin Connection: tary. Individual projects and small-group work will Evolution, Race and Culture 236. Sex, Work and the Victorians Male and female Victorians were obsessed with English 123

“the Woman Question” in employment, education fiction (mostly written after 1970) and the ways and other public and private areas. Upper-, middle- in which the genre fits into and shapes the wider and working-class Victorians wondered about the culture. In most years the course will be linked to effects that both industrialization and the abolition Math Thought and students will be required to take of slavery in British colonies would have on tradi- both courses in order to take either one. In those tional relations among social classes and races. years the course will focus on the ways that math- This course will examine Victorian literature that ematics and science fiction interact to describe the explores ideas about women’s role and sexuality contemporary world and shape the future. When as well as literature that focuses on new kinds of not linked to Math Thought, the course will examine work and the concerns about class that arose from the ways that science fiction creates worlds and the changes of industrialism. We will read poetry, offers salvation, and how gender, power and race nonfiction prose, novels, travel literature and plays. are developed in a science fiction context. (Paula M. Krebs) (Michael Drout) Connections: Conx 23006 Sexuality, Conx 20019 Connections: Conx 20031 Science FACTion The Darwin Connection: Evolution, Race and 244. Contemporary Caribbean Literature in English Culture An introduction to the work of Anglophone 240. Gender, Genre and Poetry Caribbean writers who grapple with the issues of Poets are male. Muses are female. But what colonialism, class, race, ethnicity and gender in a happens when the conventions get reversed? This context of often-conflicting allegiances to Europe, course introduces you to the study of poetry by North America, Africa and Asia. The main emphasis focusing on how gender gets associated with types will be on fiction and poetry published since the of poetry and what individual poets do to subvert 1950s, but we will also read some earlier 20th- or refuse those associations. We will also ask what century literature to better understand the priorities gender has to do with categories such as race, and concerns of later writers. As we read, we will class and sexuality in the writing of poetry. You will find some common concerns reappearing, such read poems from different periods and cultures as anti-imperialism and nationalism, migrancy and with an emphasis on the relationship between homeland, and the relationship of literature to oral works that have come to exemplify a particular traditions and Caribbean music such as calypso, genre, such as Homer’s epic poem The Illiad or reggae and dub. Authors usually include Derek sonnets by Shakespeare and later works that revise Walcott, Kamau Brathwaite, Louise Bennett, Grace those models. Nichols, Olive Senior, V. S. Naipaul, The Mighty (Claire Buck) Sparrow and Jean Binta Breeze. Connections: Conx 23004 Gender (Claire Buck) 241. Modern Drama 245. African Literature Although it is impossible to read all the plays of An introduction to sub-Saharan African literature, the modern period in one semester, by reading the orature and film in English and English translation. “blockbusters” alongside lesser- and little-known Authors usually include Chinua Achebe, Ama Ata avant garde plays, we will together build a founda- Aidoo, J. M. Coetzee, Tsitsi Dangarembga, Buchi tion for taking up the important question of how Emecheta, Bessie Head, Ngugi wa Thiong’o, Wole the “canon” becomes encoded. Supplemental Soyinka and Amos Tutuola, among others. readings of particular productions, manifestos, (Sue Standing) theoretical essays, biographical accounts and Connections: Conx 23001 African Worlds historical material will enrich individual and collec- 246. Modern Irish Literature tive responses to the dramatic texts. In this way, A study of the role of literary culture in the forma- all of us become active participants in keeping the tion of modern Ireland since the late 19th century. “body” of modern drama alive. Authors will include We will examine the response of Irish writers to Samuel Beckett, Bertolt Brecht, Georg Büchner, English racial stereotypes of the Irish and their Jean Genet, Lorraine Hansberry, Eugène Ionesco, attempt to create new images of Ireland and Eugene O’Neill, Gertrude Stein, August Strindberg, Irishness. Topics will include the viability of the Tennessee Williams and others. Irish language in modern literature, the use of Irish (Charlotte Meehan) mythology, the place of women in national culture, 243. Science Fiction the role of the United States in contemporary This course is an examination of recent science Irish culture, and debates about the censorship 124 English of homosexuality. We will read drama, poetry and to Puritan pathologies and predestined patterns, fiction by familiar figures such as Wilde,Y eats, Lady from enlightened progress to slave narratives and Gregory, Joyce, and Friel and less-familiar figures romantic reveries. Writers will include Wheatley, such as Marina Carr, Frank McGuinness, Marie Edwards, Bradstreet, Franklin, Hawthorne, Stowe, Jones and Mary Dorcey. Douglass, Poe and others. We will examine litera- (Claire Buck, James Patrick Byrne) ture as historical and cultural document as well as individual testimony and demonic vision. 247. African American Women’s Literature This course is a study of African American women’s (Beverly Lyon Clark, Samuel Coale) literature. It is also a survey of the topics and Connections: Conx 20057 Early American Studies themes in American and African American women’s 255. Cultural Diversity in American Literature: literary history from the 19th century to the pres- From the Civil War to the 1940s ent. Topics include abolitionism; citizenship and A critical survey of race, class, ethnic, gender and suffrage; gender ideals and racial uplift; interracial immigration issues by the richly diverse authors alliances and relationships; expatriatism; and black of America’s late 19th and early 20th centuries. assimilation, among others. Works by African American, Asian American, Limited to sophomores, juniors and seniors. Native American and Anglo American writers (Deyonne Bryant) such as Chesnutt, Dunbar, Du Bois, Hughes, Connections: Conx 20034 The Historical Context McKay, Eastman, Eaton (Sui-Sin Far) Standing of Contemporary American Culture, Conx 23005 Bear, James, Wharton, Chopin, Hemingway and Women in the United States Faulkner. (James Patrick Byrne, Samuel Coale) 249. Hollywood Genres What makes a western a western, a musical a mu- 256. The Discourses of Cultural Diversity in U.S. sical? For Hollywood, genre has historically served Fiction as a form of product differentiation organized Examination of writers since the post-World War II around specific narrative codes and conventions. period from a variety of discourses and traditions Genres reveal much about how Hollywood interacts in U.S. culture, including Native American, African with and responds to shifts in audience tastes and American, Latino/a and Asian American. cultural values. The course will introduce students (Shawn Christian) to a variety of Hollywood genres and theories of Connections: Conx 20034 The Historical Context of generic formation in order to increase our under- Contemporary American Culture standing of the commercial, artistic and ideological 257. Race and Racism in U.S. Cinema function of genres. Required weekly film viewing. U.S. cinema has always struggled with both (Josh Stenger) race and racism. This course examines the long, Connections: Conx 20034 The Historical Context of complex history of representations (and erasures) Contemporary American Culture of racial difference in U.S. film. Although most 252. Contemporary Drama: The Tip of the Iceberg mainstream films and public discussions frame Just as painting changed with the invention of the race as a black-and-white issue, this course un- camera, contemporary plays continue to be influ- derstands racial formations in the United States to enced by television and film. Some playwrights use be more multiple. We will watch films from a wide the influence to create a new twist on the realistic historical range that speak to and problematize the tradition, while others write highly theatrical, often experiences of Chicanos, African Americans, Asian non-linear pieces that can only be performed for the Americans, Native Americans and Anglo Americans stage. We will address the inherent tensions between (yes, white is a race, too) in the United States these dramatic strategies, taking up the question of Required weekly film viewing. how content (political, socioeconomic, race, gender (Josh Stenger) and aesthetic concerns) affects form. Readings will Connections: Conx 20034 The Historical Context of range from recent Pulitzer Prize winners to hot-off- Contemporary American Culture the-press unproduced plays by some of America’s 258. Introduction to Film Studies most renowned, as well as emerging, playwrights. Film studies provides an interdisciplinary approach (Charlotte Meehan) to understanding how film interacts with our 253. American Literature to 1865 broader culture. The course explores how film A critical and cultural exploration of works and language, narrative, genres, stars, audience recep- ideologies from Navajo and Hopi tales of origins tion, film exhibition and synergies with other media English 125

determine how and which films are produced and Fruit, The English Patient, a Harlequin romance and consumed in the United States We will view films criticism of romance fiction. from the 1940s through the 1990s to examine (Beverly Lyon Clark) how films mediate, reinforce and resist dominant Connections: Conx 23006 Sexuality social values, paying special attention to how Hollywood film has represented gender, sexuality, 273. Malcontents, Monarchy and Revenge in Early Modern Drama race and class. Required weekly film viewing. The decades from 1590 to 1640 produced some (Josh Stenger) of the richest—and most violent—drama written in 259. J.R.R. Tolkien English. Playwrights such as Marlowe, Kyd, Dekker, Sometimes called the “author of the century,” Jonson, Webster, Beaumont and Fletcher as well as J.R.R. Tolkien left his mark on both scholarship and Shakespeare dramatized nationhood and nightmar- the popular culture. Whether or not The Lord of ish revenge for London audiences who also were the Rings is “literature” is one of the major topics entertained by bear baiting and public hangings. of this course. Students will read Tolkien’s major As global exploration and commerce accelerated, works, including The Hobbit, The Lord of the Rings, the English public and private theatres excited and The Silmarillion, as well as his medieval schol- playgoers by portraying foreign characters and arship. We will also examine Tolkien’s sources, societies as degenerate and immoral. Students will including Beowulf, Sir Gawain and the Green read selected plays and historical and cultural texts, Knight, Old Norse poetry and saga, and the Finnish perform and produce scenes, and write a variety Kalevala. The reading load for this course exceeds of papers as well as a revenge play to understand 2000 pages (plus all three Peter Jackson films), so more fully the social and imaginative worlds of early students should be prepared. modern English theatre. (Michael Drout) (Katherine Conway) Connections: Conx 20056 Computing and Texts 274. Restoration Theatre and Beyond 260. American Voices in Lyric Combat From Aphra Behn’s The Rover to The Beggar’s Who can claim to be an “American” voice? And Opera to Sheridan’s School for Scandal, this how? Langston Hughes or Walt Whitman? Emily course covers shifting modes of humor, wit and Dickinson or Elizabeth Bishop? Hart Crane or Sylvia sophistication portrayed on the English stage, Plath? T. S. Eliot or Marianne Moore? This course while taking into account the social, cultural and will explore American poetry from several vantage political elements driving change in the English points, including race, gender, class, historical cir- state. The course covers the Restoration antimor- cumstance, cultural imperative, linguistic patterns alist backlash, the theatre’s relationship to the and the whole uncertain idea of an “American” mid-18th-century rise of the novel, the late century voice. move toward sensibility and the changes to English (Samuel Coale) theatre that arrived with the 19th century. (James Mulholland) 271. Nineteenth-Century Narrative The 19th century had many different storytelling 276. Victorian Poetry modes, from the satirical romances of Jane Austen Victorian culture valued poetry: children recited it to the psychological realism of George Eliot to the in the parlor, soldiers sang it en route to battle and ghost stories of Dickens and the detective tales the queen kept Tennyson on her bedside table (his of Arthur Conan Doyle. This course provides an poetry, that is). This course brings you a range of overview of the many kinds of narrative loved by Victorian poetry and highlights some of the recur- 19th-century Britons and helps students develop rent themes of the period (such as imperialism and skills in close reading as well as historical and gender roles) as well as issues of form (with special cultural analysis. attention to the dramatic monologue, comic poetry (Beverly Lyon Clark, Paula M. Krebs) and narrative poetry). (Paula M. Krebs) 272. Romancing the Novel A course addressing both high-culture and pop- 286. Children’s Literature culture romances, from Jane Austen to Harlequin. An in-depth historical survey of British and U.S. Works may include Pride and Prejudice, Jane Eyre, children’s literature focused on appreciating the Daisy Miller, The Making of a Marchioness, Lady texts as literature, but also addressing their re- Chatterley’s Lover, Lolita, Oranges Are Not the Only sponsiveness to children’s needs and interests and other cultural contexts. Readings include Alice’s 126 English

Adventures in Wonderland, Little Women, The Secret perience with medieval literature or Middle English Garden, The Tale of Peter Rabbit, Charlotte’s Web, to be successful in the course. Where the Wild Things Are and much more. (Michael Drout) (Beverly Lyon Clark) 309. Shakespeare and the Performance of Cultures Connections: Conx 20012 Reading Children “What is my nation?” This key question from Henry 290. Approaches to Literature and Culture V can be interjected into many of Shakespeare’s This course introduces current debates in the field plays. This course will look especially at how of English studies. It tackles a variety of ways of ap- Shakespeare’s plays serve to define places and proaching literary and cultural texts, including film, peoples. We will investigate how different produc- from the Freudian to the feminist to the postcolonial- tions may have aided rebellion and question how ist. What difference does knowledge about the his- others may be used for affirmation of nationhood. torical period or cultural context in which a text was How have different productions fortified pride—and written make to the way we read it? Does knowing prejudice? Richard III, and Henry IV, Henry V, along the author of a text change our reading of it? Is film with Hamlet, Othello, Midsummer Night’s Dream, authorship different from literary authorship? Does The Merchant of Venice, Troilus and Cressida and our own class, race or gender affect our reading? the Tempest may be among the plays we’ll read. We will read theory about language and representa- (Katherine Conway) tion, race in literature and the economics of literary 310. Shakespeare and the Company He Keeps and cultural production, and we will test these ideas Focusing on Shakespeare’s poetry and plays on literature and other kinds of texts such as adver- and the sources he used as well as the social tisements, film and other visual media. and cultural contexts that produced them, this (Claire Buck, Shawn Christian, Paula M. Krebs) course looks, too, at the dramatic responses the 298. Experimental Course: History of Early Cinema, Bard’s work provokes. We’ll read, for instance, 1895-1933 Shakespeare’s “English” sonnet and compare it to The course will examine the development of early some of Sidney’s Petrarchan sonnets. We’ll read cinematic technologies in the late 19th century Hamlet, King Lear, and Henry V, Othello, As You Like up through their maturation into narrative films in It and Twelfth Night, among others, to understand the 1910s and 1920s. Focusing primarily on silent the ideas and conventions of thought and bias films from the United States, England, France, among the early modern English literary and play- Germany and Russia, the course will introduce going culture. Using documents contemporary with students to a wide range of issues including the Shakespeare’s writing, we’ll see how Shakespeare’s shift in aesthetics, visual grammar and narrative ideas are perhaps unoriginal, and how his inven- structure guiding the transition from a “cinema of tions, experiments and riffs are extraordinary. attractions” to the silent “feature film.” In addition (Katherine Conway) to addressing aesthetic and narrative dimensions of 313. Early Modern English Poetry early cinema, the course will introduce students to We begin with Skelton and proceed to son- the work of filmmakers such as D.W. Griffith, Cecil nets by Wyatt, Surrey, Sidney, Drayton, Spenser, B. DeMille, Buster Keaton, Oscar Micheaux, Charlie Shakespeare and Mary Wroth. Various theoretical Chaplin, F.W. Murnau, Fritz Lang, Rene Clair, Sergei perspectives will help us to consider how gender is Eisenstein and others. constructed by the sonneteers as well as Jonson, It will also examine important moments in early Herrick, Queen Elizabeth I and Amelia Lanyer. U.S. film exhibition such as the nickelodeon and the Through our close reading we’ll examine the literary arrival of the movie palace, as well as the nascent conventions of form and meter and the divergence commercial dimensions of the emerging interna- from such conventions made by Donne, Herbert, tional film trade. Marvell, Milton and Bradstreet. (Josh Stenger) (Katherine Conway) 306. Chaucer Connections: Conx 20037 Poetry and the Computer A study of the Canterbury Tales and other Chaucerian verse in the original Middle English. 320. Beowulf In this course students will translate all of Beowulf, We will discuss the ways that Chaucer portrays the the Anglo-Saxon poem that is usually called the social and cultural struggles of the 14th century as earliest English epic. Topics of discussion will we marvel at the poet’s skill with verse and laugh at include manuscripts and material culture, compara- his dirty stories. Students do not need previous ex- tive philology, heroism and epic morality, influence, English 127

adaptation and oral tradition. Students must be presidential inauguration? Poets will usually include proficient in Old English, having taken either Eng established writers like Sylvia Plath, Robert Lowell, 208 or its equivalent. Adrienne Rich, Rita Dove, Joy Harjo and Yusef (Michael Drout) Komunyakaa and newer names like the gay, Cuban American poet Rafael Campo and slammers such 325. The Eighteenth-Century Novel Before the 18th century, novels in English did not as Willie Perdomo and Tracie Smith. exist. By the end of the 18th century, however, (Claire Buck) many cultural figures worried about the seemingly 343. Fiction of the Modern obsessive novel reading that was going on among Fiction responding to the radical changes in the young (particularly female) readers. This course late 19th and early 20th centuries—industrializa- will examine what changed between 1700 and tion, urbanization, colonization, mass culture, the 1800 to make the novel the most important genre women’s movement and the influence of Marx and of English literature. We will explore the novel as Freud. We will study writers who searched for new a historical and literary phenomenon. We will see ways to represent and explore experiences that the the many ways that the novel answered the grand traditional novel did not or could not express. The social and cultural questions which dominated the thematic focus of the course will vary from year to 18th century. What is the difference between men year, but will always include comparison between and women? What makes a human life worthwhile? writers from the modernist period with one or How should I relate to my family and loved ones? two later 20th century or contemporary novels. What makes a story seem truthful or false? By Readings by writers such as Djuna Barnes, Joseph reading the prose of Defoe, Haywood, Richardson, Conrad, Jean Rhys, D. H. Lawrence, Jack London, Fielding, Sterne, Burney and Austen, we shall find E. M. Forster, James Joyce, Samuel Selvon, out. Monique Ali, Sadie Smith, Virginia Woolf, William (James Mulholland) Faulkner and writers representing the Harlem Renaissance. 326. Eighteenth-Century Poetry: Epic, Satire and Wit, 1660–1798 (Claire Buck) Coming after the English Civil War, the period 344. Woolf and Joyce and Others from 1660 to 1800 involved some of the most In different ways, James Joyce and Virginia Woolf significant transformations in British life, and poetry revolutionized the forms of the novel to focus on played a crucial part. We will begin by looking the inner world of the mind as well as outer “real- at vicious satires of gender and sexual relations ity.” But they also focused on psychological as well and of political and religious beliefs composed as social experiences that had been traditionally by Rochester, Behn, Pope, Swift and Montagu. marginalized. They brought into focus—and into Then, we will chart how poetry changes when question—”realistic” forms of storytelling that had authors discover new motives for writing—such been rendered invisible. They challenged conven- as financial gain or describing the exotic locales tional ideas of literature, politics and gender. And in Scotland, India and America—or when poetry they stretched the limits of thought, feeling and is written by figures who had historically been expression through dazzling experimentation and excluded from it, like lower-class workers or African comedy. The first half of the semester will focus on Americans. Finally, we will see what happens at James Joyce’s Ulysses, the second half on works the end of the 18th century when poetry becomes by Virginia Woolf. visionary and spiritual, as it does for Blake, or self- (Claire Buck) consciously “ordinary,” as it does for Wordsworth and Coleridge. 346. Contemporary American Fiction: Quirks, Quarks, and Quests—or—Sex, Lies, and Quantum (James Mulholland) Leaps 341. Public Poetry, Private Poetry In this course we will read a selection of novels Is rap poetry? Do poetry slams encourage “bad” by Paul Auster, Joan Didion, Don DeLillo, Toni poets? We will look at questions like these in order Morrison, David Plante, Joyce Carol Oates, Robert to examine two competing ideas about poetry’s Stone and others. We will focus on postmodern role in the contemporary world. Is poetry the last modes of structures and vision as a way of seeing refuge of the individual in a world dominated by our world from different and controversial perspec- corporations, as poet Robert Pinsky argues? Or can tives, as well as those explored by a selection from poetry be the effective vehicle for public culture, such critics as Colin McGinn, Christopher Norris, as when Maya Angelou read her poetry at Clinton’s 128 English

Todd Gitlin, Terry Eagleton, Wendy Steiner, Linda to the metropole. In this course, we will adopt an Hutcheon and others. interdisciplinary approach to understanding the rela- The course will also explore and examine (from tionship between film production and consumption, a non-scientific perspective, in terms of language urban space, architecture and cultural geography. and images) the effects and influences of quan- Required weekly film viewing. tum theory on contemporary fiction in terms of (Josh Stenger) Heisenberg’s Uncertainty Principle and the difficulty 376. Literary and Cultural Theory of the relationship between language and quantum This course enables students to explore in greater experience, which seems to flaunt and evade every depth some of the ideas introduced in Eng 290. logical way we have of trying to describe it. In this Topics will change from year to year, but the regard race, gender, sexuality and class can be seen course will include the study of language theories, from entirely new perspectives and shed light on postcolonial theory, cultural studies theory, and film the constant confrontation between “essences” and and media theory. This course will be especially “relationships.” important for students who wish to attend graduate (Samuel Coale) school in English. Connections: Conx 20059 Quantum Theories: (Shawn Christian, Paula M. Krebs, Josh Stenger) Contemporary American Fiction, Modern Physics and the Universe 377. Feminist Criticism Do women read or write differently? Has their work 347. Contemporary African American Fiction been marginalized? What difference do race, class This course is a study of humor in modern and con- and sexual orientation make? We will explore U.S., temporary African American fiction. Borrowing the British and French approaches to feminist criticism; Freudian concept of wit, we will examine selected also psychoanalytic, Marxist, African American, literary treatments of racialism in America. Novels queer, postcolonial and cultural-studies approaches. include George Schuyler’s Black No More, Wesley (Beverly Lyon Clark) Brown’s Darktown Strutters, Charles Johnson’s Connections: Conx 23005 Women in the United Middle Passage, Dorothy West’s The Living is Easy States and Andrea Lee’s Sarah Phillips. Limited to junior and senior English majors and Other special courses minors. 401. Seminars (Deyonne Bryant) Seminars study individual authors or special topics. 348. Sexual Politics of Film Noir A list for the following year is announced each Film noir refers to a group of films made primarily spring. Students will be asked to express preferenc- in the decade or so after World War II and which es among the subjects offered. Each group meets frequently addressed, in the narrative terms of the weekly. There are certain sections especially suited thriller, crises surrounding gender, sexuality and to writing and literature majors and to American race in American culture. The course will investi- studies majors. gate through a feminist framework how the sexual 500. Individual Research and Writing politics of postwar films noir and of more recent Open to senior majors by invitation of the depart- neo-noirs engage and diagnose these crises. The ment; other interested students should consult with course will have strong applications for students the chair of the department. interested in film studies, gender studies, American studies and cultural studies. Required weekly film viewing. (Josh Stenger) Environmental Science Connections: Conx 23006 Sexuality Coordinators: Scott W. Shumway and Jani Benoit 357. Cinema and the City From its beginning, cinema has been fascinated The environmental science major provides students with the city as a site of social cohesion, capi- with the necessary background in biology, chemistry tal flows and intense ideological conflicts. From and mathematics that is required to understand Hollywood to Bollywood to Hong Kong, from Soviet natural processes and to apply the methodology of socialist realism to German expressionism, Italian scientific research to environmental problems. The neo-realism and the French New Wave, virtually all program is designed to prepare students to work in major film movements have a special relationship the environmental field and/or pursue further study environmental Studies 129

in graduate or professional programs in environ- Additional information may be obtained about mental science. course offerings through affiliated institutions (Williams-Mystic, MBL and Marine Studies Major Consortium) at the Academic Advising Office and Core courses the Biology Department web pages. Bio 111 Evolution and Ecology Through the Boston Marine Studies Consortium Bio 112 Cells and Genes Bio 380 Wetlands Ecology, Hydrology, Restoration Bio 201 Environmental Science Bio 390 Biology of Fishes Bio 215 Ecology Through Williams College-Mystic Seaport Maritime Chem 153 Chemical Principles or Studies Chem 154 Inorganic Reactions or Marine Ecology (200 level) Chem 253 Organic Chemistry I Oceanography (200 level) Chem 303 Current Problems in Environmental Through Marine Biological Laboratory Semester in Chemistry Environmental Science Math 104 Calculus II or Aquatic Ecosystems (300 level) Math 151 Accelerated Statistics Terrestrial Ecosystems (300 level) Phys 160 Geology Mathematical Modeling of Ecosystems (300 level) Internship Capstone Students must complete an internship or indepen- The capstone may be fulfilled by taking an ap- dent research project with an environmental focus. propriate senior seminar (Bio 401) or by conducting Internships must be approved by the program an independent research project that has been coordinator in advance. Internships should be approved by the coordinator and supervised by a completed no later than January of the senior year. Wheaton faculty member (499) or by conducting Independent research may receive credit, but other research as part of a senior honors thesis (Bio, internships will not normally be given college credit. Chem, or Physics 500). Electives Four courses from the following list, including at least two courses at the 300 level, one of which must be from the biology listing: Environmental Studies Bio 211 Genetics Coordinator: Scott W. Shumway Bio 221 Microbiology and Immunology Faculty: Kerner Bio 226 Comparative Animal Behavior The minor in environmental studies is designed Bio 231 Marine Biology to help students appreciate the diversity and Bio 252 Parasitology and Symbiosis complexity of current environmental issues. Solving environmental problems requires an interdisciplin- Bio 262 Plant Biology ary approach and frequently involves collaboration Bio 303 Evolution of individuals with expertise in the natural sciences, Bio 305 Biochemistry social sciences and humanities. Therefore, students Bio 317 Molecular Ecology and Evolution are encouraged to view the environment from Bio 318 Tropical Field Biology different perspectives, to integrate the knowledge Bio 331 Advanced Marine Biology they acquire with their in-depth knowledge in their Bio 361 Vernal Pool Conservation Biology major, and to gain practical experience through an Bio 364 Freshwater and Marine Botany internship with an environmental focus. Bio 375 Ornithology Minor Chem 254 Organic Chemistry II The minor in Eenvironmental studies consists of five courses selected from the group listed below. Chem 331 Analytical Chemistry I At least two courses must be selected from the Chem 332 Analytical Chemistry II humanities and social sciences and at least two Phys 227 Remote Sensing from natural sciences. At least one course must be Bio 999 Course Offerings through Affiliated at the 300 level or above. In addition, each student Institutions 130 Environmental Studies is required to complete an internship related to the environment. First-Year Seminar Humanities and social sciences Coordinator: Bill Goldbloom Bloch Anth 101 Human Evolution Faculty: Barker, Benoit, Bezis-Selfa, Bianchi, Bloom, Brumberg-Kraus, Bryant, Buck, Cato, Celada, Anth 210 Feast or Famine: The Ecology and Politics Cunard, Danehy, Dyer, Fhagen-Smith, Gildea, Grady, of Food Kim, Lane, Ledezma, Liang, Madkour, Meehan, Clas 262 or Clas 362 The Ancient Landscape: From Michaud, Owens, Powell, Price, Relihan, Searles, Mythology to Ecology Trevino, Vogler, Williams Econ 360 Economics of Regulation Int 210 Water Resources Planning and Management The First-Year Seminar is designed for and required of new students at the beginning of their col- Int 215 Coastal Zone Management lege studies. It offers students the opportunity to Phil 111 Ethics learn in small classes through reading and regular Pols 321 Public Administration and Public Policy discussion, writing and critical engagement with Pols 361 Environmental Conflict Resolution controversial ideas. Sections are taught by faculty Rel 242 Religion and Ecology representing every part of the college’s liberal arts Soc 315 Society, Technology and the Environment curriculum. Each section focuses on a topic from current Natural sciences events or history or within one of the traditional ar- Bio 201 Environmental Science eas of academic study which has generated contro- Bio 215 Ecology versy among the scholars, policymakers and others Bio 221 Microbiology and Immunology who have grappled with it. The role of controversy in Bio 226 or Psy 226 Comparative Animal Behavior shaping human understanding and motivating social Bio 231 Marine Biology and political action is the common theme which Bio 252 Parasitology and Symbiosis unites all sections. As students develop their own Bio 262 Plant Biology positions in the topics of their seminars, they learn Bio 290 Biology of Whales how knowledge and understanding depend on the clash and synthesis of multiple points of view. They Bio 291 Introduction to Marine Mammals can also expect to develop a range of academic Bio 303 Evolution skills, including critical reading and thinking, writing Bio 318 Tropical Field Biology and oral presentation, library research and the use Bio 331 Advanced Marine Biology of electronic technology for their learning. Bio 361 Vernal Pool Conservation Biology Section topics and descriptions vary from year Bio 364 Freshwater and Marine Botany to year and are published in the First-Year Seminar Bio 380 Wetlands Ecology, Hydrology, Restoration brochure, which is mailed to new students in June, Chem 103 Chemistry and Your Environment and in the online catalog at www.wheatoncollege. edu/catalog/FSEM. Recent sections have covered Chem 303 Current Problems in Environmental Chemistry topics in the arts, ecology, international relations, social and public policy, personal development, the Phys 160 Geology sciences and history. Students typically are placed Bio 999 Course Offerings through Affiliated in an FYS section by late June before registering for Institutions other first-semester courses. The instructor of their Internship First-Year Seminar section is normally their faculty Students must complete an internship or indepen- advisor for the first year. dent research project with an environmental focus. Internships must be approved by the program coor- Section A01 (L) The Short Fiction of Edgar Allan Poe dinator in advance. Internships should be completed Without using ghosts, vampires, werewolves and no later than January of the senior year. Indpendent other supernatural beings, Edgar Allan Poe produced research with a faculty member may receive credit, a body of supernatural fiction that made him famous but other internships will not normally be given in Europe and America. Until Poe much American college credit. fiction was didactic, sentimental, and clichéd. By exploring the depths of the human mind, including First-Year Seminar 131

his own, exposing dream states, fears and anxieties, people participate around the world, including desires and obsessions, cruelty both artless and famous massive religious celebrations in South intentional, Poe elevated American fiction with its America, such as Carnival, and less well known limited focus on national character to the realms festivities, such as the Burning Man Arts festival in of literature (writ large) focusing on the terrible yet the dessert of Nevada and Providence’s Waterfire. beautiful state of human existence. “William Wilson” We will explore what these extraordinary occasions or “The Man of the Crowd,” for example, speaks tell us about what it is to be human in the places of isolation and alienation from the very things to in which they are celebrated, and what they have which one ought to be connected. “The Pit and the in common despite their tremendous diversity. Pendulum” and “The Masque of the Red Death” Students will conduct field research on festivals deal directly with the inescapable terrors of life in which they can participate, as well as others and death, while “The Cask of Amontillado” and through ethnographies, literature, the professor’s “Hop-Frog” indulge archaic fantasies of revenge research and film. and murder. Equally compelling are the stories that (Bruce Owens) deal less with unusual states of mind than with a Section A04 (L) superior intellect contemplating uncanny situations, How the Lies of Our Past Shape Our Present such as the detective stories, “The Purloined Letter” Identities and “The Gold-Bug.” Suspending Poe biography— Which racial or ethnic group do you most identify which is indeed extraordinary—we will interpret the with? Does being a North American have any stories based on their contributions to the develop- meaning for you? How do we teach our children ment of a story tradition in the United States that about the cultural history of the United States? can be seen today in fiction by Joyce Carol Oates, Whose history is the cultural history of the United Mary Gaitskill, Robert Girardi, Mark Richard and States? What are the core values of United States Valerie Martin, among other internationally known culture? Who are the heroes, heroines and ances- American writers. tors of the United States culture? How have the (Deyonne Bryant) history lessons you learned in elementary and Section A02 (R, L) secondary school shaped your identity develop- Spectacular Voices: Celebrated Icons of World Music ment? Cultural identity development is the process Traditions of identity formation that involves identification with We will explore the vocal traditions represented by a larger cultural group and aspects of that group’s particular individuals whose creativity and expres- culture. There are several socializing agents that siveness have moved millions: vocalists who have contribute to the cultural identity development become cultural representatives to localized regions process of all (i.e., black, brown, yellow, red, and and beyond. As we listen to these voices (Carmen white) individuals living in the United States and Miranda of Brazil, Umm Kulthum of Egypt, Lata they include family, peers, societal norms, and for- Mangeshkar of India, and Madonna, for starters) mal education. Along with examining the process of we will have the opportunity to study the socio- cultural identity development, we will also consider political and cultural contexts from which they have how formal education shapes cultural identity emerged to understand better the traditional music development in the United States. In particular, we systems and theoretical strategies which have will examine history lessons taught in elementary been fused (to varying degrees) with transnational and secondary public schools and consider how musical trends in search of an irresistible, popular these history lessons shape cultural identity across sound. the life-span. Class discussions will draw heavily (Julie Searles) from your own schooling experience. (Peony Fhagen-Smith) Section A03 (L) Festivals: Creative Chaos and Extraordinary Order Section A05 Festivity can bring people together in cooperation, Cracking the Codes: Imagery and Mysteries provoke conflict, preserve tradition, and inspire Central to Dan Brown’s ubiquitous book, The Da innovation, often simultaneously. Festivals are Vinci Code, is a controversial reading of Leonardo commonly filled with extraordinary behavior that Da Vinci’s extraordinary work The Last Supper. is traditional, while providing socially sanctioned Taking as his point of departure one of the most fa- spaces in which what is otherwise forbidden is mous paintings in the history of art, Brown asks the often encouraged. This seminar will examine the reader to examine this image anew. But is Brown’s enormous variety of festive behavior in which intent to place the work in context or spin a tale 132 First-Year Seminar that is without basis? How does this controversy ics we will explore in this seminar by reading and affect our perception of the original painting? This discussing the works of great naturalists, including course will examine moments in history when art Charles Darwin. In addition, students will keep has engendered controversy; its goal is to increase note-, sketch-, or photographic books; write about your awareness of the complexity of images, the nature; and plan and conduct field trips. broad range of interpretations, and the political, (Betsey Dexter Dyer) psychological and sociological impact of works of Section A09 art. From The Da Vinci Code, we will turn to the Understanding New England Forests tragic life of a 16th century female artist, Artemisia In this seminar, we will examine the natural history Gentileschi, the subject of another book and movie. and ecology of the New England woods. By learn- Other controversies central to this course will be the ing to identify the common flora and fauna of the puzzling circumstances surrounding the great- New England region, students will gain knowledge est of all tomb finds—the remains of an Egyptian and appreciation of the complex interactions found boy-king, Tutankhamen, and the artistic treasures in a seemingly familiar ecological community. Both that accompanied him into death. Forgeries, thefts field-based activities and field trips will enable and censorship will also be subjects of investigation students to understand the past geology, climate, as we seek to crack the codes embedded in each and human cultures that have helped create the image while acknowledging the multiple messages current ecosystem. In addition, we will explore the that works of art can convey. human impact on New England forests, both his- (Evelyn Staudinger Lane) torically and currently. Through selected readings, Section A06 we will learn how native groups of people, as well Controversial Meanings of Modern Art as the European colonists, changed the landscape. This seminar will explore many well known “move- We will also consider how our lifestyle decisions ments” from 1900 to the present. Six to eight studio directly impact the environment. At the end of the projects will be supplemented and supported with course, students will have a better appreciation for readings from art critic John Russell and others. the natural world and their roles in it. Field trips to (Tim Cunard) the Pequot Museum in Connecticut, the Ponkapoag Bog in Canton, Massachusetts, and to Borderland Section A07 The Search for Life in the Universe State Park in nearby Easton will be a course re- This seminar offers a scientific investigation into quirement. This seminar fulfills the Natural Science the possible existence of life elsewhere in the Divisional requirement. universe. Topics include the origin and evolution of (Deborah Cato) the universe, the nature and development of life on Section A10 Earth, the search for life on Mars, the search for Achilles and Spiderman Go to Town life beyond the solar system, interstellar travel and Human beings, according to Aristotle, are designed communication, and the implications of contact. to live in cities. But Greek mythology offers a (Timothy Barker) different view: the heroes of Homer’s Iliad and Sophocles’s tragedies are city destroyers, and the Section A08 The Complete Amateur Naturalist myths, epics, and tragedies frequently present the We will not entirely abandon books, for they are spectacle of heroes brought to ruin within cities actually quite useful in the field as aids to learning that cannot contain them. Are citizens anti-heroic? scientific names and classifications and to making Are heroes anti-democratic? In search of answers, identifications. Furthermore, books are the source of students will read from a wide selection of Greek some wonderful examples of nature writing, some and Roman literature, from Achilles and Socrates, of which we will read. However, this seminar will not through Romulus and Remus, to the world of be confined to a classroom. We also will create col- Christian saints and the literature of the desert. lections, engage in microscopy, and take field trips. Together, we will consider how the ancient world This may seem to be an old-fashioned approach grapples with the question of where the human be- to science—observing, collecting and catalogu- ing is most fully realized: within the city or beyond ing—but does it still work? Are there discoveries its social and physical borders? Finally, we will ex- still to be made by amateur naturalists who are plore how this debate occurs in modern American versatile in their interests and curious enough to forms. Is the human ideal individual or social? Are make detailed observations? That is one of the top- the workings of society manifestations of individual First-Year Seminar 133

will or enemies of it? Does society favor Spiderman policy. When people make economic policy, their or Peter Parker? decisions are based not only on ideas about eco- (Joel C. Relihan) nomics, but also on ideas about social responsibili- ties and the relationship between those responsibili- Section A11 Current Economic Controversies ties and economic activity. These concepts about In the richest country in the world, why are there responsibility have been sources of considerable 45 million Americans without health insurance? dispute in our society. Today, policymakers with dif- Why is Social Security projected to go bankrupt ferent beliefs about individual, interpersonal, and/or before you retire? Why is the distribution of income social responsibility can reach vastly different getting more unequal? Why are the rich getting conclusions about what economic policies are ap- tax cuts while social programs are being cut and propriate and effective, and which are not. Readings inner city schools are failing? Why are people and substantial class discussions will ensure that rioting in response to the actions of the World Trade students develop insights into one of the important Organization? And why aren’t we doing more to aspects of economic policy. slow global warming? Understanding why these (Russell Williams) and many other economic problems exist in this Section A13 era of economic prosperity is only the first part of Women Dramatists in America Today the responsibility of U.S. policymakers. The second Since the 1970s, when the likes of Maria Irene and much more controversial part of their job Fornes, Tina Howe, and Adrienne Kennedy paved description is to propose reforms that carefully bal- the way for an explosive new generation of women ance the costs and benefits of their policies on their devoting themselves to playwriting, the number constituents. What are the “best” spending reforms, of plays being written by women has increased tax reforms, and regulatory reforms being proposed exponentially. We will study a culturally and stylisti- by today’s policymakers? In this course we will look cally wide range of plays that reflect concerns of at a wide range of economic issues with the goal of race, ethnicity, gender, sexuality, and class with a learning how to evaluate these issues critically and challenge to the idea that there’s writing and then objectively. Different economic perspectives and there’s women’s writing. Some of the playwrights theories will be presented, discussed and debated. whose work we will explore are Shelley Berc, (John Alexander Gildea) Migdalia Cruz, Lisa D’Amour, Elana Greenfield, Suzan-Lori Parks, Young Jean Lee, and Anne Section A12 Responsibility and Economic Policy Washburn. In this seminar, students will develop their ability (Charlotte Meehan) to apply critical-thinking skills to economic issues Section A14 (R*) and to the development of economic policy, while World Travelers also building their awareness of the potential of the What are the contributions of travel and travel- social sciences to affect economic policy issues. ers to the ways we understand our world and our Designed for those who want to develop a deeper place in it? We will compare different categories of understanding of the context within which our traveler: explorer, tourist, slave, refugee, migrant society formulates its policies, this seminar will worker, illegal immigrant, and even commodity, focus on two issues in which economic activity (coffee or sneakers, for example). And what about and responsibility are deeply intertwined—hous- fish and birds? We will focus on literary and visual ing affordability and corporate accountability. Both representations of travel, including traveler’s narra- involve economic policy—the rules/regulations tives, painting, photography, travel brochures, and under which individuals and institutions make eco- film. Our texts will likely include: The Journals of nomic decisions and the implicit or explicit goals Captain Cook (extracts), The Interesting Narrative of that lie behind the rules and regulations. Students Olaudah Equiano, or Gustavus Vassa, the African, will examine two specific real-world cases: the The Wonderful Adventures of Mrs. Seacole in Many controversy surrounding the future of the Mitchell- Lands, chapters from Caroline Moorehead’s Human Lama affordable housing complexes in New York Cargo: A Journey Among Refugees, A Rough Guide and the corporate decision-making issues raised by to the United States, and films such as Borat, Babel, the Enron case. and Darwin’s Nightmare. Finally, we will explore some of the social, politi- (Claire Buck) cal, and philosophical issues underlying economic 134 first-year seminar

Section A15 to produce hyper-textual editions that can be ac- Visions de Paris cessed online, complete with annotations, pictures, Ah! Paris! The City of Light! The City of Love, maps of the times, and other customizations: All French baguettes and croissants, bohemian art- this is to help other readers of the text understand ists, fashion designers, Notre-Dame, and l’Arche your perspectives on the text and to relate its many de la Defense. The majestic capital of France, layers to their own lives. You will select a text from the essence of Frenchness, a city that fights dog a variety of original sources focused on the con- droppings with the very refined “moto-crottes” quest and exploration of the Americas; depending (poop-scooters!). I am inviting you to take a virtual on your skills and interests, the text may be written trip to France and for 13 weeks we will “walk” the in English, Latin, Spanish, Portuguese, French or streets of Paris, ever so careful as not to step in Italian. You will learn the state-of-the-art techniques a dog’s contribution to sidewalk art. We will study of text encoding, currently a growing international French history and society while gazing at French movement, through the project of marking up your cultural patrimony, analyzing the links between ar- chosen text. chitecture and political power. Sitting at the terrace (Domingo Ledezma) of a well-known café we will discover the Paris of Section A18 James Joyce and Ernest Hemingway and why they Caribbean Dreams were drawn to this place. We will spend a couple of Ever since Christopher Columbus crashed into the evenings at the movies. We will read and analyze Bahamas and called its inhabitants “Indians,” the articles on Paris and France from The New York Caribbean has been a place about which people Times or the Boston Globe and define what vision have dreamed. In the “developed” world, it conjures of Paris, France or the French the authors want up idyllic images of swaying palm trees and to convey, what stereotypes are perpetuated and sparkling waters, either as a vacation paradise or a why. With Paris as our field of investigation we will home which they had to leave for political or eco- discover a new country, a new culture and a new nomic reasons. In August and September it reminds people and its struggle to retain its identity in an us all of nature’s fury. But dreams for some are ever-expanding European Community and a chang- often nightmares for others, be they of sugar plan- ing world. (This course will be taught in French.) tations, revolts of enslaved people, U.S. flags flying, (Cecile Danehy) socialist revolutions, or migrants washing ashore on Section A16 Florida’s beaches. This seminar, through literature, Fascism and Modernity in 20th Century Italian documents, and historical scholarship, examines Culture the dreams that the Caribbean has evoked and the What is fascism? How does the political movement realities that such dreams have produced in the and the form of government of 1922–1943 Italy “Greater Caribbean,” which centers on the islands relate to the contemporary common use of the which touch the Caribbean Sea and extends to word “fascism”? Exploring the rise and fall of Italian places such as Boston, New York, Miami, London, fascism as well as its impact on post-WWII Italian Paris and Africa. As we consider these issues, you national identity, this course traces the origins will become a better scholar who is prepared to of fascism in Italy and its controversial legacy tackle the academic challenges Wheaton presents. in contemporary mass culture. Through critical (John Bezis-Selfa) readings, film and visual art, literature and comic books, we will study Italian fascism as a complex Section A19 (R^) cultural phenomenon at the intersection between The Vietnam Experience and the Shape of American Life politics and aesthetics, art and propaganda, elite We will explore the history of the American conflict and popular culture. in Vietnam and the impact of that experience on (Alberto Bianchi) individual Americans and the overall shape of Section A17 American life, both during the war and after. We Exploring New Worlds in Old Texts will read memoirs of participants and opponents, Is it possible to read and understand old texts in discuss the fiction and films growing out of the a new way? In this seminar, everyone will get a experience, deal with postwar veterans’ issues, chance to choose an intriguing book from the 16th and investigate the ways the Vietnam experience or 17th century, and to learn how to “get inside” it influenced American life for the remainder of the by transcribing, studying, researching, editing, and 20th century. encoding the text in a digital version. The goal is (Alexander Bloom) first-year seminar 135

Section A20 (R*, L) which global warming has been manifested so The Edge of Reason far, and how scientists make predictions about Consciousness has been memorably described as future climate change. With a solid understanding a flashlight trying to illuminate itself. (Perhaps art of the physical, chemical and biological processes is the human activity that best understands the driving global warming, we will move on to consider surrounding darkness?) The edge of reason is the broader aspects of the issue, including how the boundary between light and dark: the mathematics effects will be distributed across societies, what at the border between knowing and not-knowing. the alternatives are for reducing greenhouse gas In this course, we’ll use logic and reason to grapple emissions, the role of developing countries in future with ideas and concepts that are literally beyond emissions strategies, and the responsibilities of the reach of human imagination. technologically advanced countries in mitigating the Forever and a Day—Exploring different kinds effects. We will investigate the interplay between of infinity science and society and consider the ways a Nothing Doing—The opposite of everything is scientific understanding of global warming can nothing; but what does it mean for something contribute to the social, economic, and political de- to be nothing? bate in the United States and abroad. This seminar Lower Dimensions—A solid block is three-di- is designed to help you not only understand the mensional. What about a sponge? A cloud? causes and consequences of global warming, but also assess your role as a global citizen in address- Higher Dimensions—All hyped-up and no ing this world-wide environmental crisis. place we know. Möbius bands, Klein bottles, (Jani Benoit) hypercubes, and hyperspheres Section A22 Imaginary Numbers—Imaginary numbers!?!? How the Middle East Views the West Logical Conclusions —How can we logically Since 9/11, Americans have asked two central use logic to understand the limits of logic? questions about the Middle East and the Islamic Sense and (Non)Sensibility—Information, world: Why do they hate us? and What went disinformation, and codes—Tales from the wrong (in the Islamic world)? These questions may cryptological seem innocent in nature but in reality they betray our point of view and our expectations, both of The Edge of Reason is for anyone interested which are deeply compromised at times by the in understanding the mental models our minds assumptions that we ourselves possess of Middle make. While people who enjoy math are encour- Easterners as people who are unlike us and alien aged to take the course, the only prerequisites are from us. In this course, we will leave such assump- an open mind, a big mouth and an inquiring spirit. tions behind, and instead conduct a rigorous and The pay-offs are a keener analytical mind, a new contextualized investigation of life in the Middle way of looking at reality, a penchant for expressing East. We will build a foundation of historical knowl- the inexpressible and the ability to tolerate sleep edge on what has occurred in the Middle East in deprivation. the last hundred years that produced the situation (Bill Goldbloom Bloch) that we have today. Along the way we will examine Section A21 (L) ordinary peoples’ lives in order to understand Truth and Consequences: Global Warming and everyday realities and diverse conditions within Climate Change the region. With this achieved, we will proceed The signs of global warming are all around us: to reverse the gaze—or turn the viewing glass melting glaciers, rising sea level, increased storm around—and attempt to understand how Middle severity, and the spread of insect-born diseases. Easterners perceive Americans. Students enrolling Yet debate about the need for action continues, in this course are asked to leave preconceptions at often with an underlying assertion that scientific the door and bring an open mind to the information uncertainty is too great. In this seminar, we will that we will explore together. Our work will focus analyze the scientific evidence for global warming on a variety of historical and contemporary texts as in order to provide a framework for evaluating the well as multimedia resources. Through discussions extent and urgency of the issue. We will explore and writing assignments, students will have a how scientists glean information about ancient chance to improve their oral and verbal expression. climates from the geological record, what former They will also learn how to apply a high standard of climates can tell us the future, how climate has critical analysis and scholarly rigor to all their work. impacted civilizations in the past, the ways in 136 first-year seminar

This course fulfills the Beyond the West Foundation musical emotions, we will define the word “musical” requirement. and will experiment with sounds and their various (Yuen-Gen Liang) implications. We also will discuss the ways music affects and shapes our perception of the dramatic Section A23 Evil Robots and Helpful Droids events of movie plots. And to harness the power of Since the genesis of the first contraption that musical effect, we will experiment with composing could do simple arithmetic, people have been both “music” for anything but a musical instrument. No attracted and repelled by the idea of a “thinking knowledge of musical notation or musical instru- machine.” Artificial Intelligence captures our imagi- ments is required. An extensive portion of our meet- nation, and machines that are capable of thought, ings will be centered on in-class discussion, group feeling, and independent action are ubiquitous in research, and experiments. The main aim of the fiction that represents high technology. Whether a seminar is to enable students to reflect critically on portrayal speaks of something a few decades off in current issues of music psychology and to develop our own world, or something a long time ago in a a better understanding of our musical behavior. galaxy far, far away, the thinking machine is invari- (Ahmed Madkour) ably part of the landscape. In this course, we will Section A25 explore the fiction and non-fiction that has sprung Dignity up around the mythos of the thinking machine over All humans are thought to have it. Philosopher John the past century, and cast our discussions against Stuart Mill thought living beings possessed dignity the backdrop of some of the realities behind the in proportion to their higher (or cognitive) faculties. Artificial Intelligence methods and techniques of Legal or human rights are thought to protect it. A today. terminal illness or nursing home stay is thought to (Lisa N. Michaud) threaten it. We speak both of living with and dying with dignity. But what is dignity? The philosopher Section A24 Pluck Your Violin; I’ll Bang on a Can! and legal scholar, Ronald Dworkin refers to it as There exists a Persian legend that tells that God “a vague but powerful idea.” It has been vari- made a statue of clay in his own image, and asked ously described as “a capacity to assert claims,” the soul to enter into it. The soul refused, for its na- or “a capacity to choose my roles and identities ture is to fly about freely, and not to be bound to any for myself.” How then does dignity differ from the sort of captivity. Then God asked the angels to play related concepts of self-respect and autonomy? their music and, as the angels played, the soul was This course will be devoted to the study of dignity moved to ecstasy through which it entered the clay and related concepts. We will consider the notion of body. In ancient Greece, philosophers recognized human dignity as it features in current controversies the power and influence of music in their society in bioethics: genetic engineering, disability rights, and developed the doctrine of ethos as they wanted and physician-assisted suicide. Our texts will be that power to be used productively and ethically. In legal, philosophical, historical, fictional works, and Ancient Egypt, priests kept all secrets of astronomy, film. Our method will be conceptual and critical music and architecture inside the temples. These analysis. sciences were not intended to be known by com- (M. Teresa Celada) mon people. Why do we sing? Why we are moved Section A26 when we listen to music? What makes a specific La dolce vita sound appealing and what makes it repulsive in “Addio, Dolce Vita”—“Goodbye to the Sweet some other times? How does music communicate Life”—says the headline on the cover of the meanings and emotions? Where would we localize November 26, 2005 issue of The Economist. Inside, the musical meaning: inside or outside us? Why is a photograph on the first page shows elegant it that different people can experience the same couples sitting at night at white-clothed tables in musical meaning? Drawing on many disciplines, the soft lights and warm colors of an Italian piazza. such as psychology, social psychology, semiotics, Behind them, written on an awning in green script, psychoanalysis, philosophy, phenomenology, and is the name of the restaurant: Caffè Dolce Vita linguistics, we will search for answers to these Ristorante. questions. “At first blush, life in Italy still seems sweet We will survey and consider the theories/opin- enough,” the article begins. “The countryside is ions by which music is said to convey emotions. stunning, the historic cities beautiful, the cultural And in order to better understand the nature of treasures amazing, and the food and wine more first-year seminar 137

wonderful than ever.” By most standards, Italians We will briefly examine the major institutions are wealthy and long-lived, their families cohesive, and developments of the Soviet era, as well as and their town centers mostly free of the all-night the changes that led to the USSR’s collapse. The drunken behavior seen in some other countries. seminar’s main focus will be on the period since “Yet beneath this sweet surface, many things Boris Yeltsin and—more important—Vladimir have turned sour,” Italy’s slow economic growth, Putin came to power. Particular emphasis will be high cost of living, and high unemployment—espe- on five issues: attempts to transform the political cially among young people (four out of ten Italians system from one based on authoritarianism to one between the ages of 30 and 35 live at home with based on democratic principles; efforts to shift their parents—a phenomenon that analysts at- from a centrally planned economy to one based on tribute more to the difficulty people that age have market forces; the political and economic role of the finding work than to the legendary closeness of the Federal Security Service (FSB)—the successor to Italian family. La dolce vita has disappeared in the the KGB—and the military, especially in Chechnya; Italy of the 21st century, the article concludes—a religious freedom and religious persecution; and decline that parallels that of Venice toward the social questions, such as the position of women, the end of the 18th century. What Venice is now, The crisis in public health (alcoholism, drug abuse, fam- Economist says, is “little more than a tourist attrac- ily relations, environmental deterioration, HIV/AIDS), tion,” however beguiling. Could this become the crime, and issues of particular interest to young fate of Italy as a whole? people, such as education. How is it that the title of a film Federico Fellini (David E. Powell) made nearly a half century ago can still evoke Section A28 such a powerful image of the sweet life? That the United States Minority Education and US idea of la dolce vita is so widely recognized that This course will use psychological perspectives to it can serve all these years later as the governing explore school programs that have had some suc- metaphor of a detailed 16-page analysis of the cess educating young children of varying ethnicity, economic and political state of contemporary Italy race, and social class in the United States. Specific in a financial weekly read around the globe? The successful case studies will include Head Start, myth of la dolce vita has beguiled visitors to Italy Wheaton’s Elisabeth Amen Laboratory Nursery long before Federico Fellini used it for the title of School, James Comer’s school development his 1959 film. Seen through the lens of la dolce program, and the STAR School, serving Navajo vita, Italy appears to be a land perfectly attuned to children in Arizona. Your own exploration will include human nature and a sweet life of the senses. This eight hours of field experience. We will address is the la dolce vita that lures pilgrims to Italy where developmental psychology questions, including: they hope to learn the art of living and the secret of Can and should United States education be tuned happiness. to child development variations across ethnicity, Fellini’s La Dolce Vita presents a different view race, and class? Are there educational principles of “the sweet life”; it is the sweetness of decay. “I and practices that best support the development of wanted to put the thermometer to a sick world,” all children in the United States? What can we learn Fellini said, “to expose a glamorous but empty life from child psychology in other countries? Your own of hedonism, consumerism, and personal destruc- questions will also help shape our course. tion.” The myth of la dolce vita continues to be (Derek Price) powerful and alluring in 2006, and in our seminar we will examine the contradictions and controver- Section A29 (R^) sies about la dolce vita presented in a number of Rituals of Dinner Italian and American films and books. Margaret Visser suggests in her book The Rituals This seminar is part of a two- or three-course of Dinner that table manners originated to curb our Connection Conx 23008, Italian Culture, Language instinct to use our knives on our fellow diners rather and Society, which connects the First Year Seminar, than on our dinner. Regardless of their origins, the Art History 102 or 202, and Italian 200. rituals of dinner certainly have become symbolic (David Vogler) means for representing and even mediating contro- versies—both within a culture and between differ- Section A27 ent cultures. Thus, literature and art from the Bible Russia in Crisis to Babette’s Feast have used the setting of meals to This seminar deals with political conflict, policy- represent social conflicts or tensions between the making, and social policy in post-Soviet Russia. sexes, between old and young, competing philoso- 138 first-year seminar phies and religious perspectives, rich and poor, the What are the changing global class structures or Orient and the West, and so on. class formations? How about in the United States— Drawing upon theories from anthropology, is its class structure open or closed? This course religious studies, and psychology for “deciphering” investigates the great debates on “class,” various the language of meals and their rituals, we will approaches to class analysis, and their relevance in interpret some ancient literary and contemporary understanding the contemporary social world. cinematic accounts of banquets. We will examine (Hyun Sook Kim) ancient texts, such as Genesis, Song of Songs, and Luke’s Gospel from the Bible, the Jewish Passover (R) Residential Seminar: Housing with seminar classmates if you Seder, and Plato’s Symposium, and contemporary are placed in this seminar. Please consider this if selecting this films, such as The Dining Room, Babette’s Feast, seminar. Tampopo, Like Water for Chocolate, and My Dinner (R^) Residental Seminar: Single-sex housing is available if you are With André. Particular attention will be paid to the placed in this seminar. However, no quiet study floors or wellness spiritual significance of meals and their role in spaces are available. Please consider this if selecting this seminar. shaping one’s personal identity, group solidarity (R*) Residential Seminar: Wellness space is available if you are and relationships with transcendent or supernatural placed in this seminar. However, no single-sex housing or quiet study floors are available. Please consider this if selecting this reality. seminar. (Jonathan Brumberg-Kraus) (L) Linked First-Year Seminar/English 101: Enrollment in both this Section A30 seminar and the linked English 101 course is required. No waivers The Dreams We See: Film in Society for English 101 will be approved for students who select this Whether in a theater, on television or a video, seminar. Please consider this if selecting this seminar. fictional cinema has become the most influential art form of our age. But how does it influence us; and how much? Do these moving images refine our sensibilities and expand our horizons or, rather, French Studies are we numbed and pacified by what we see and desire? Are we, for better or for worse, choosing our Chair: Jonathan David Walsh entertainment, or are the real decisions being made Faculty: Anderson, Danehy, Gallagher, Kenney by small elites with their own agenda or something to sell? In this course we will view a number of In the Department of French Studies, we believe America’s most popular films, numerous film clips, that a nation’s language, literature and culture and selected readings as we learn how to analyze are inseparable and that French and Francophone the social meanings of popular movies and made- literatures are privileged cultural archives. In ad- for-television dramas. dition, studying a culture in its own language and (John Grady) investigating the similarities and differences within and among national cultures offer critical insights Section A31 Mobsters, Terrorists, and CEOs: Criminals in into our own linguistic and cultural traditions. Organizations The faculty members in French studies at In this course, specific attention is paid to organi- Wheaton want to give all students access to the zational crime’s origins, history, culture, structure beauty and power of the French language and to the and goals. Various types of criminal organizations rich diversity and high achievements of French and and offenders will be considered, including the Francophone cultures in the very broadest sense. Cosa Nostra, the Yakuza, the crimes of business Major corporations, international and domestic terrorism, The French studies major consists of 10 or more organized political crime, motorcycle gangs and courses, at least two of which must be taken the street gangs. senior year. (A. Javier Trevino) Required Section A32 Class Matters Fr 235 Introduction to Modern French Literature Does “class” matter today in our global world— Fr 236 Introduction to Early French Literature how? Does it shape our life chances and opportuni- Fr 245 Contemporary France ties? Does it create flexible social mobility or rein- force durable inequalities? Is class-based disparity increasing or decreasing with global capitalism? French STudies 139

Courses in Culture and Linguistics Minor At least one of: The French minor consists of five French courses, Fr 307 Translation, Art and Craft including at least two at the 300 level. Fr 320 From François I to François Mitterand: A Courses Cultural History of Politics and Architecture Fr 346 New Wave and Newer: French Cinema since Language and culture courses the 1950s Students who have studied French before are Fr 356 Le Théâtre et la Société Française placed in these courses according to their perfor- mance on the Wheaton placement test. Enrollment Period courses in each section is limited to 20 students. (French At least one course in each of the following periods: 102, 211 and 221 are yearlong courses.) Middle Ages or Renaissance (Fr 301 or Fr 302) 102. Beginning French Seventeenth or 18th century (Fr 327 or Fr 329) Develops the ability to understand and speak Nineteenth or 20th century (Fr 331, Fr 347, Fr 349, authentic French in a meaningful context. The Fr 356 or Fr 357) French in Action videodisks and cassettes introduce Electives students to language, customs, culture and every- At least two other courses above Fr 245 (may day life in France. Four classes per week, plus work include those listed above). in the language lab or media center. (By prior arrangement with the chair of the French 211. Intermediate French Department, students may substitute Arth 276 or A thorough review of French grammar, mainly Arth 353 for one of these electives.) through short texts. Students will develop a richer Senior concentration course vocabulary and a broader knowledge of French and In consultation with the faculty of the department, Francophone culture, including literature and film. each senior will designate a 300-level course as a Three classes per week, plus weekly meetings with “senior concentration course,” in which the senior the French language assistant. major will engage in course work beyond that (Kirk Anderson) undertaken by other students. This advanced work 221. Reading and Conversation will include additional oral reports, longer or more Designed to enhance the student’s ability to read, frequent writing assignments and the development write and speak French through close study and of a substantial annotated bibliography. discussion of selected readings—fiction, plays, Study Abroad poetry, essays and articles, as well as films, A number of the major requirements may be met newscasts and multimedia programs in French. during a junior year spent at a French-speaking Frequent short papers and/or oral presentations. university in study programs approved by the In the first semester, the course will emphasize department. Application to such programs is reading; in the second, the emphasis will be on oral made during the first semester of the sophomore communication. year. Note that the college requires that at least (Edward J. Gallagher, Jonathan David Walsh) one-half of the courses in the major be taken at 295. Advanced French Grammar Wheaton. Students with a good mastery of the An intensive review of essential grammar for French language who are majoring in other fields advanced French studies, with emphasis on can pursue these fields during a junior year abroad structural exercises, writing and oral presentations. with the approval of their major department. The The course is appropriate for those who need to department strongly recommends a full year of master the more difficult grammar and idioms of study abroad in a French-speaking country for all the language before continuing in the advanced majors. cycle of literature and culture courses. Majors are encouraged to select courses (Jonathan David Walsh) in areas such as European history, philosophy, religion or history of art, which will strengthen their 296. Writing and Speaking in French Recommended as an introduction to the 300-level awareness of the French cultural background. Work curriculum in French. Stresses clear, precise and in other national literatures, including English, is idiomatic expression in both writing and speech strongly encouraged. through translation, exposés, debates, discussions 140 French Studies and a series of short papers. Work on grammar and include Ganz, Carné, Renoir, Cocteau, Truffaut, pronunciation as needed. Godard, Rohmer, Buñuel, Varda, Denis, Beineix, (Kirk Anderson) Ozon, Haneke. (Jonathan David Walsh) Introductory culture and literature courses Connections: Conx 23014 Film and Society Intended for students who have studied French for three or four years in secondary school, whose Advanced culture and literature courses placement scores indicate comparable preparation Before enrolling in a 300-level course, students or who have completed French 211 (with permis- should have completed at least two of the three sion of the instructor) or French 221. required courses at the 200 level (French 235, 235. Introduction to Modern French Literature 236 and 245). Prerequisites may be waived by the Postcolonial encounters: What does it mean for the instructor for students with special preparation. colonized to write in the language of the colonizer? 301. Medieval French Literature We will try to answer that question through film Representative works of the 12th through the screenings and the reading and discussion of 15th centuries in modern French translation: La novels, plays, poems and essays by 20th-century Vie de Saint Alexis, La Chanson de Roland, Tristan French writers such as Marguerite Duras as well as et Iseut, Chrétien de Troyes’ Yvain and Lancelot, Vietnamese, African and West Indian Francophone Aucassin et Nicolette, Les Lais of Marie de France, writers. La Châtelaine de Vergy, Le Mystère d’Adam and (Cecile Danehy) the poetry of François Villon. Connections: Conx 20041 Colonial Encounters (Edward J. Gallagher) 236. Introduction to Early French Literature 302. Renaissance Literature and Society Reading and discussion of novels, plays and poems Not for a thousand years had there been such an by major French authors from the Middle Ages to upheaval in Western Europe as in the 16th century, the 19th century. We will read, discuss and write marked by the end of Rome’s hegemony and the about Tristan et Iseut, poems by Ronsard, Racine’s consequent fragmentation of Christendom and, Phèdre, Diderot’s La Religieuse and Flaubert’s paradoxically, by a concomitant rediscovery of Madame Bovary. the pagan cultures of ancient Greece and Rome. (Edward J. Gallagher) We will consider these and other aspects of the Connections: Conx 20008 Gender Inequality: period as we read and discuss the Heptaméron Sociological and Literary Perspectives, Conx 23004 of Marguerite de Navarre; Rabelais’ seriocomical Gender epics Gargantua; and Pantagruel; and selected essays by Montaigne, the inventor of the genre; as 245. Contemporary France well as the poetic badinage of Marot, works of the What does it mean to be French today? What Lyonnais poets Maurice Scève and Louise Labé; factors contribute to French national identity and du Bellay’s Les Regrets; and representative works how has that identity evolved in recent years? In from the prince of poets, Pierre de Ronsard. this course we look at the values that define French (Edward J. Gallagher) identity and how they are transmitted from one generation to the next. We look closely at educa- 307. Translation, Art and Craft tion, government, religion, demographics and social An exploration of what the phrase “lost in transla- policies as they affect work, race relations and the tion” implies. Translation is considered here not as family. We conclude by studying how the European an end in itself, but as an effective means to enrich Union has changed French identity and politics. vocabulary, to refine writing style, to review gram- (Jonathan David Walsh) mar and to appreciate better what is “untranslat- able” in French and English. Not recommended for 246. Introduction to French Cinema students seeking extensive oral practice in French. What is implied by the expression “the seventh (Kirk Anderson) art”? How have French directors both resisted and appropriated the dominant Hollywood formula? How 320. From François I to François Mitterand: A have they challenged social, political and sexual Cultural History of Politics and Architecture norms? In what ways have French directors influ- Focusing on great works of art and architec- enced world cinema? A survey of classic films from ture, from the châteaux of the Loire Valley, the silent period, Poetic Realism, The New Wave, Fontainebleau and Versailles to the great works of and more recent filmmakers. Directors studied may Napoléon, Haussmann and François Mitterand, we French Studies 141 examine the construction of French national identity Discussion of films by Truffaut, Varda, Claire Denis, while investigating the personal and political mo- Godard, Buñuel, Tavernier and others. Lectures in tives that have driven French heads of state to build English; readings, written work and discussions in a cultural empire with universal aspirations. English (Fr 246) or in French (Fr 346). (Cecile Danehy) (Jonathan David Walsh) 327. Moralists and Misanthropes, Sociability and 347. Literature, the Arts and Society from the Individualism in Literature of the Ancien Régime Dreyfus Affair to Vichy Examines texts from mid-17th- to mid-18th-century Emphasis on representative shorter works in prose, France that influenced public opinion and shaped theatre, poetry and cinema. Readings may include modern moral and social ideas. Special attention Proust, Apollinaire, Colette, Césaire, Sartre and the is paid to the notions of sociability, honnêteté, the surrealists. Consideration of issues such as the de- birth of individualism and to related questions of cline of the realist novel, cross-pollination in the arts, language and reciprocity. Readings include essays, the communal loss of innocence after the “Great plays and novels by authors like La Rochefoucauld, War,” and the birth of négritude. La Bruyère, Molière, Marivaux, Voltaire, Diderot, (Kirk Anderson) Graffigny and Rousseau. 349. Les Trente Glorieuses (Jonathan David Walsh) The 1945–1975 period was marked by both material 329. Love and Libertinage in the Early French Novel prosperity and cultural ferment. Is there a relation- From the late 17th century onward, French novels ship between these two worlds? Particular focus depict the waywardness of heart and mind, love on France in the 1950s. Likely readings: existen- and worldliness in stories that helped define the tialism (Sartre, Camus), postwar poetry (Prévert, novel as we know it today. As they test the realms Ponge), feminine voices (Beauvoir, Sarraute, Duras, of nature and reason, they bear witness to the Rochefort), essays in cultural criticism (Barthes) and dramatic social and ideological changes that oc- the nouveau roman (Robbe-Grillet). curred over the course of the 18th century before (Kirk Anderson) the Revolution, changes reflected in sometimes 352. The Quill and the Brush disturbing power strategies between the sexes. What do we mean by “word” or “image,” and what Readings include works by Mme de Lafayette, Abbé do we do with them individually or in combination? Prévost, Crébillion fils, Mme Riccoboni, Diderot, In this creative writing course, we investigate the Laclos and Sade. relationship between word and image in graphic (Jonathan David Walsh) novels or medieval tapestries; we deconstruct adver- 331. Other Voices, Other Stories: Great Works by tisements, photographs, movies. Students’ work will Women from France and the Francophone World take many forms, from surrealist “Cadavres Exquis” This course studies novels and short stories by to poems, collages, short stories and short videos. contemporary women writers whose work defies Theoretical texts by Barthes, Sontag and Berger. traditional literary forms and introduces new modes (Cecile Danehy) of expression, whether as narrative experiments, Connections: Conx 23012 Visualizing Information figures of discourse or alternative texts—the body, for example, as metaphor or “text.” We explore how 356. Le Théâtre et la Société Française these writers respond to marginalization, subjuga- Through the study of plays by major French play- tion or oppression through literature and how their wrights of the 17th, 18th and 20th centuries, we will stories operate on a political level. The course attempt to define how mentalities and the political begins with a short introduction to French feminism. and social environment of these periods helped Authors include Cixous, Leclerc, Duras, Letessier, shape theatrical masterpieces by Corneille, Racine, Hébert, Ernaux, Djébar, Tadjo, Bâ. Molière, Marivaux and Giraudoux. (Jonathan David Walsh) (Cecile Danehy) Connections: Conx 23006 Sexuality 357. French Theatre in the 20th Century Varied forms and innovations in the French theatre 346. New Wave and Newer: French Cinema since since the turn of the century, including farces by the 1950s What is implied by the expression “the seventh Feydeau, presurrealist and surrealist inventions art”? How have French directors both resisted and by Jarry, Apollinaire, plays by Cocteau, Claudel, appropriated the Hollywood formula? How have Giraudoux, Sartre and Camus and some “absurd” they challenged social, political and sexual norms? theatre creations of Beckett, Ionesco, Vian and Arrabal. 142 German

Wheaton) may be earned by those students who German matriculate with a score of 4 or 5 on the German Coordinator: Francoise Rosset Advanced Placement Examination (ETS). Faculty: Lee, Mayer, Sondermann 101. Elementary German The German Department offers courses in German This course develops the ability to understand and language, literature, film and culture, both in speak German in a real-life context. Extensive use of video and tapes to develop skills in listening, German and English. Students may choose to major speaking, reading and writing. Special atten- in German or in German studies—or to minor in tion paid to cultural aspects of language and to German. We have recently been active in film and Germany after the Wall. Three classes a week video, in theatre and in multicultural studies—and plus a weekly intensive session with our German active in connections with history and in the sci- language assistant. ences. (Eugene Chang) Major in German 102. Elementary German The major in German consists of 10 courses beyond A continuation of Ger 101 with emphasis on speak- the level of Ger 201 and includes a minimum of four ing and listening skills through use of video and courses at the 300 level and Ger 401. Beyond the video filmmaking. basics of language and literature, we concentrate (Reinhard Mayer) on film and video filmmaking, theatre, pedagogy 201. Intermediate German and multicultural studies. A course that puts to practical use German skills Major in German Studies acquired at Wheaton or elsewhere. We will pay In this major, students pursue interdisciplinary special attention to contemporary Germany. This studies in a number of fields that relate directly to course consists of three hours of class a week German; it does not require as much proficiency in and a weekly intensive session with our German the language as does our German major. Students language assistant. (Tessa Lee) construct their own program of 10 courses: six within the German Department and, with our ap- Connections: Conx 20007 German Language in proval, four in other departments. The six courses European History must include at least two courses at the 300 level 202. Intermediate German and German 401 or the equivalent. A continuation of Ger 201 with an emphasis on We encourage students to go abroad through speaking and listening through the use of video and our exciting Wheaton in Germany program at video filmmaking. the University of Regensburg in consortium with (Tessa Lee) Vanderbilt and Wesleyan. Each year, this program Connections: Conx 20007 German Language in features a resident director from one of these three European History German faculties. 240. Advanced German Minor The emphasis of this course is on increasing your The German minor provides a global component reading, speaking and writing skills. Reading of to many other majors. It consists of five courses in literary and nonliterary texts, viewing of videos and film, writing of short compositions and conversa- German, one at the 300 level. tions in German. Courses (Tessa Lee, Reinhard Mayer) Language courses 242. Introduction to German Studies We encourage students both to begin and to con- This advanced course emphasizes German cultural tinue their study of German at Wheaton. We focus studies: an introduction to the studies of literature, on proficiency and communication in our language culture and film. classes. During orientation, we provide a place- (Tessa Lee, Reinhard Mayer) ment test for incoming students with a background Courses in literature and culture in German. Up to two Wheaton graduation credits These courses are conducted in German and all (awarded after completing a German course at reading and writing is in German. German 143

302. Business German the long career of Goethe encompassing both This course is designed to broaden students’ periods. Authors to be read include Goethe, Schiller, knowledge of German as a language of com- Lessing, Schlegel, Kleist, Brentano, Eichendorff, merce and industry. Emphasis is given to business Büchner and Heine. terminology, development of communication skills, (Reinhard Mayer) and current international business topics. Students will be introduced to differences in “small c” 374. Film and German Culture This course consists of a weekly film series culture and communication in the world of German focusing on Expressionism, New Wave and the business transactions and will be encouraged newest films from Germany. Enhanced by a study to take the internationally recognized “Pruefung of fairy-tale and romantic novellas and readings in Wirtschaftsdeutsch” (International Business German contemporary German literature. Exam) administered by the German Chamber of (Tessa Lee) Commerce. (Tessa Lee) Connections: Conx 23014 Film and Society 303. Telling Fantastic Tales: Märchen und Novellen 380. Identity and Difference in German Culture From fairy tales and the fantastic novellas and love What does it mean to be a German today? Recent stories of the Romantic Era to modern stories of political, cultural and literary debates in Germany the Wall and reunification, the course focuses on have addressed the question of who is allowed the art of telling stories in German: cultural context, to claim Germany as their “home,” their Heimat. purpose and technique. Literary (prose, poetry) and nonliterary (film, popu- (Tessa Lee) lar music, journalism) texts by intercultural writers and artists of the last two decades challenge the 304. Literary Greatest Hits: Erbe und Canon narrow and exclusive concept of “Germanness.” A survey of great works of German literature and This course will explore important moments in the the Germans who created them. Canon-building, history of their struggle and responses to these cultural icons, concepts of genius and greatness— challenges. and alternative canons that call the “Germanness” (Tessa Lee) of that culture into question. (Tessa Lee) 401. Senior Seminar Intensive, independent, self-designed research for 364. German Theatre and Culture majors meeting with faculty on a weekly basis. This course will offer students the experience of (Tessa Lee) observing the process of working on the produc- tion of a play by a professional theatre company in 500. Individual Research Freiburg, Germany. In collaboration with students Honors thesis research. Many of our seniors are and instructors in German theatre classes being now choosing to do innovative, two-semester conducted simultaneously at Colgate University, honors theses, which they begin preparing for in Lafayette College and Vassar, the class will interpret terms of research and connections during junior the play and develop a well-researched plan for its year abroad. staging. In addition to viewing a tape of the per- (Tessa Lee, Reinhard Mayer) formance and analyzing other materials (costume Courses in English and set designs), students will have the chance to These courses are conducted in English; all reading interview actors, designers and the director of the German production at the Theater Freiburg via video and writing is in English translation. There are no conferencing throughout the term. prerequisites and no knowledge of German or of (Reinhard Mayer) German culture is expected. Additional work is required for German majors to get 300-level credit. 370. Classicism and Romanticism in German Literature 250. German Culture This class will be a survey of ideas and literary An interdisciplinary course in 20th-century German movements in Germany between 1750 and 1850. culture, history, politics and thought. Weekly exami- Particular attention will be given to the transition nation of historical sources, material and popular from the Classical to the Romantic Period: the cri- culture, and novels/arts/film; looking for continuity tique of the Classical by Romantic authors, the role and contradictions. Topics include: World War I, of Shakespeare as a model for both, the elevation Weimar culture, Insiders and Outsiders, the German of music as the highest form of artistic expression, Other, Hitler, the Holocaust, the Wall, Berlin and 144 German post-unification. This course is sometimes team- 276/376. Berlin: Site of Memory, Site of taught and always has a number of guest speakers. Construction (Tessa Lee) Berlin is attracting profit—and thrill-seek- ers—once again, recapturing something of the Connections: Conx 20028 Germanies: History vs. vibrant energy of the Roaring Twenties before its Culture imminent descent into fascism and the subsequent 262. The Morality and Fate of Forbidden Knowledge construction of the wall that would divide this city This course will investigate the perplexing ethical and the world at large during the Cold War. This questions raised by the Renaissance shift in at- course examines the political, social and cultural titude toward the Faust legend. The flirtation with metamorphoses of the city with a special focus on forbidden knowledge will be studied by drawing on the intercultural crossroads in literature, film, music religious, mythological, literary, philosophical and and architecture. We will investigate how new scientific texts. Taking recent developments in ge- identities and memories are formed at this local netic engineering as a case in point, we will ask to and global construction site. what extent the pursuit of knowledge can enhance (Tessa Lee) or be damaging to human experience. (Tessa Lee, Reinhard Mayer) Experimental Courses These courses are taught in English. German Connections: Conx 23017 Forbidden Knowledge majors have the option to get 300-level credit with 267. Lulu, Lola and Leni: Women of German Cinema extra reading and work assignments in German. This course examines the women of German cin- 298. German Lyrical Poetry and the Tradition of ema, as filmmakers, as subjects of male filmmakers the Art Song and as spectators. While each film will be explored The tension between language and music will in relation to the socio-historical, politico-cultural be explored in terms of various theories of and and aesthetic contexts of its production, the primary programs for setting words to music. The interpre- focus will be on the image and representation tive qualities of recitation, setting and performance of the female body and agency and the principal will be studied and, whenever possible, rehearsed. characteristics of women’s filmmaking explored Selected works of Schubert, Schumann, Brahms, through such notions as a “feminine aesthetic.” This Wolf and Mahler will be examined as well as the class covers a wide variety of works from the early poets: Goethe, Eichendorff, Heine and Mörike. beginnings of German cinema to the present. Each This course will be cross-listed in the Music week is thematically structured around one film Department. and several readings, on topics such as “the male (Reinhard Mayer, Ann Sears) gaze,” “gender and modernity,” “the body beautiful,” “fascist aesthetics,” “the Cold War and sexual re- Fall 2009 pression,” and “female spectatorship.” Reading and 298. Kafka and the Kafkaesque discussion of contemporary feminist (film) theories This course examines Kafka’s life and major works will aid us in addressing the issue of gender and in the historical and social context of early-20th- agency both from the viewpoint of production and century Central Europe. Central themes are: consumption, as it also deepens our understanding generational conflicts, the function of humor and of the women’s movement in Germany as well as in parody in his writings, modernity in and as crisis, America. In addition, we will expand our knowledge the figure of the outsider as well as the “foreign,” of basic film aesthetics and apply this knowledge the eccentric, the illogical, the uncanny—the to the interpretation of the films viewed during the Kafkaesque. Several film adaptations that attempt semester. to visualize Kafka’s imaginative depths will also be (Tessa Lee) studied. Connections: Conx 23014 Film and Society (Tessa Lee) 273. Film and German Culture 298. Holocaust This course consists of a weekly film series focus- This course will investigate the problems and ing on Expressionism, New Wave and the newest controversies surrounding the depiction of the Nazi films from Germany. Enhanced by a study of fairy period in German history from the perspectives of tales and romantic novellas and readings in con- historians, playwrights and poets, literary critics, temporary German literature. documentary and feature film directors and artists (Tessa Lee) Hispanic Studies 145 constructing public memorials in commemoration of 219/319. Euclid and Greek Mathematics the Holocaust. A study of the origins and development of Greek (Reinhard Mayer) mathematics. Selections primarily from Books I–VI of Euclid’s Elements, but with additional materials 376. Berlin—Site of Memory, Site of Construction from late Greek mathematicians. (See Ger 276) Greek 319 is the section for more advanced (Tessa Lee) Greek language students, and includes additional readings from Greek mathematic and scientific texts. Greek (Joel C. Relihan) 222/322. Homer, Iliad (For descriptions of majors and minors, see Achilles and Hector at the walls of Troy. Selections Classics.) from the Iliad. Chair: Joel C. Relihan (Nancy Evans) Faculty: Evans, Schell 224/324. Homer, Odyssey The wanderings of Odysseus. Selections from the Courses Odyssey , Books 9–12. 101. Elementary Greek 226/326. Attic Drama A two-semester course that covers the essential The tragic hero. Selections from Sophocles and grammar of classical Greek and introduces students Euripides. to the reading of simple Attic prose. Resources (Keeley C. Schell) in the audio lab and the computer lab will assist students in proper pronunciation and in drill and 290/291. Tutorial in Coptic review. A year-long course introducing students of Greek (Nancy Evans) to the study of Sahidic Coptic. The first semester covers basic grammar; the second semester is de- Intermediate courses voted to the study of Coptic Biblical texts and their The following 200-level courses are open to Greek originals and then to Coptic Gnostic texts. students who have successfully completed Greek (Joel C. Relihan) 101; students who have previously studied Greek Advanced courses must take the department’s placement test. These The department’s 300-level courses concentrate courses do not form sequences. Each course com- exclusively on the improvement of Greek language bines grammatical study and review with practice skills. Students in the 300-level versions of the in close reading and textual analysis. Students above intermediate courses meet with those will learn how to study and do research in specific classes and read the Greek texts covered in them, disciplines in both primary and secondary materi- in addition to reading other, related texts. Greek and als. Readings in the original are supplemented by Classics majors are strongly urged to take 351 and readings in English; critical writing in English is 352 in sequence. stressed. These courses will frequently be offered as 351. Elementary Greek Prose Composition connections courses. 352. Advanced Greek Prose Composition 213/313. Theologia: Religious and Philosophical Inquiry Talking about God in Greek: hymns, narratives, myths, catechisms. Translation and analysis of key texts: Homer and Hesiod, Pre-Socratics and Hispanic Studies Hellenistic philosophers, Septuagint and New Chair: Hector Medina Testament, neo-Platonists. Faculty: de Alba, Caba, Finn, Guzman, (Nancy Evans) Houldsworth, Ledezma, Tierney-Tello 215/315. Private Lives and Public Citizens A study of the Greek household of the Classical era. The Hispanic Studies Department offers a broad Key texts include Xenophon’s Oeconomicus and range of courses in the language, literature and Lysias’s Murder of Eratosthenes. cultures of the Spanish-speaking world. (Nancy Evans) The department complements its curriculum 146 Hispanic Studies through Wheaton’s interdisciplinary Programa de Requirements for students who entered Wheaton Estudios Hispanicos en la Universidad de Cordoba before Fall 2007 (PRESHCO), in Spain, which offers courses in The major consists of nine courses distributed as various aspects of Hispano-Muslim art and civiliza- follows: tion, Spanish art, economics, history, geography, Hispanic civilization and culture language, literature and music. PRESHCO is spon- One of: sored by a consortium of Oberlin College, Smith Hisp 260 The Hispanic World: Introduction to College, Trinity College, Wellesley College, Wheaton Spain’s Social and Cultural History College and the College of Wooster. Before enrolling in a first Spanish course at Hisp 280 The Hispanic World: Introduction to Latin American Culture Wheaton, all students who have studied Spanish must take the placement exam given by the Hispanic literature department. Two required survey courses from: Applicants for admission who intend to continue Hisp 305 Literary Currents in Spain I: From the the study of Spanish at Wheaton are strongly Middle Ages to the End of the Golden Age advised to take the Spanish Achievement Test of Hisp 306 Literary Currents in Spain: 18th, 19th and the College Entrance Examination Board. Applicants 20th Centuries who have taken an advanced placement course Hisp 315 Spanish American Literature I: in Spanish language or literature and who score 4 Colonialism to Modernism or 5 on the Advanced Placement Examination ad- Hisp 316 Spanish American Literature II: ministered by the Educational Testing Service may Contemporary Literature receive up to two Wheaton degree credits for this advanced work upon successful completion of a Senior seminar 300-level course in Hispanic studies at the college. One senior seminar (Hisp 400) that allows students to integrate the diverse perspectives gained in Major courses and readings. Requirements are intentionally broad and flexible Electives to accommodate the diverse interests of students, Five more elective courses at the 200 level (start- while being sufficiently focused to assure develop- ing with 220 or above) or 300 level. ment of appropriate knowledge and skills. Students interested in this program should discuss their Study Abroad plans with the department as early as possible in The opportunity to study abroad is an integral part of the program of Hispanic Studies at Wheaton. order to design an individualized program of study Serious students of Hispanic Studies are expected depending upon their personal preferences and to spend their junior year or a semester abroad, career aspirations. with PRESHCO in Spain, PMCSP in Mexico, or an- Majors and minors in Hispanic studies usually other approved program in Latin America or Spain. go on to further studies or employment in a wide variety of areas. These include graduate studies, Requirements effective with the class of 2010 teaching, law, government, publishing and editing, The major consists of nine courses distributed as interpreting, personnel work and a multitude of follows: positions in international relations, business and Hispanic civilization and culture banking. The department encourages students to develop Hisp 260 The Hispanic World: Introduction to Spain’s Social and Cultural History and a second major or minor in such areas as American studies, anthropology, art, computer science, Hisp 280 The Hispanic World: Introduction to Latin economics, education, English, history, international American Culture relations, Latin American studies, legal studies, Hispanic literature management, music, philosophy, political science, Two 300-level literature courses psychology, religion, sociology, theatre, women’s Senior seminar studies or a second language. One senior seminar (Hisp 400) that allows students to integrate the diverse perspectives gained in courses and readings. Hispanic Studies 147

Electives Four class meetings per week plus work in the Five more elective courses at the 200 level (starting language laboratory and media center. with 220 or above) or 300 level. 106. Review of Basic Spanish Study Abroad (Continuation of Hisp 105.) The opportunity to study abroad is an integral part of the program of Hispanic studies at Wheaton. 150. Intermediate Spanish This intensive one-semester course provides Serious students of Hispanic studies are expected further development and practice of all language to spend their junior year or a semester abroad, skills. Comprehensive grammar review, with activi- with PRESHCO in Spain, PMCSP in Mexico, or an- ties designed to enhance the fundamental skills: other approved program in Latin America or Spain. listening, speaking, reading, writing and cultural Minor awareness. Four class meetings per week plus Any combination of five courses at the 200 level work in the language laboratory and media center. (starting with 220 or above), including at least one at the 300 level or equivalent. 200. Advanced Intermediate Spanish Reading and discussion in Spanish of a number Courses of Spanish and Spanish American texts (drama, novel, short stories and poetry). Nonliterary texts Language courses such as films and music will also be included. The Language courses at the elementary and interme- course is designed: 1) to improve students’ ability diate levels in Spanish are offered on an intensive to communicate orally and to express themselves basis and are taught with an eclectic, functional in written Spanish; 2) to broaden their understand- five-skills approach. This integrated approach ing of the Hispanic world; 3) to introduce them to simultaneously develops all the fundamental skills: contemporary Hispanic writers. Four class meet- speaking, comprehension, reading, writing and ings per week plus work in the language laboratory cultural awareness. In language courses, classroom and media center. practice in speaking is supplemented by work in 220. Advanced Oral and Written Communication I: the language laboratory. Conversation Our language courses offer students an op- Designed to improve students’ ability to speak portunity to acquire communication skills while Spanish at an advanced level, the course provides developing an awareness and appreciation of intensive practice in conversational skills through Hispanic culture. These courses are designed for reading and discussion of current works that reveal students in any field or major that benefits from the sociocultural aspects of the Hispanic world. Using ability to communicate in Spanish and knowledge political and social ballads, popular verse, idioms, of Hispanic culture and civilization. articles, short stories, plays and films, students will discuss contemporary topics with the goal 101. Basic Spanish of ensuring good communication skills. Attention A yearlong course conducted by intensive oral will also be placed upon developing students’ method for students with no preparation in the knowledge of syntax and writing ability. Four class language. Its goal is to provide more than a basic meetings per week plus work in the language knowledge of Spanish while developing the fun- laboratory and media center. damental skills: understanding, speaking, reading, writing and cultural awareness. Four class meet- 240. Advanced Oral and Written Communication II: ings per week plus work in the language laboratory Composition and media center. This course is designed to improve students’ writ- ing skills in Spanish, with emphasis on the practice 102. Basic Spanish of various types of writing: formal letters, diaries, (Continuation of Hisp 101.) poetry, essays, short stories, and analysis of literary 105. Review of Basic Spanish texts and social and political issues in the Hispanic Intensive one-year review of the basic structure world. Attention is also given to improving conver- of Spanish for students with some previous sational skills. Three class meetings per week plus knowledge of the language but who are not ready work in the language laboratory and media center. for intermediate work. Intensive oral method. 260. The Hispanic World: Introduction to Spain’s Comprehensive grammar review, with activities de- Social and Cultural History signed to improve the fundamental skills: listening, A study of the major trends and development in speaking, reading, writing and cultural awareness. the evolution of Spanish society and culture, from 148 Hispanic Studies its origins to the present, from historical, political, 316. Spanish American Literature II: Contemporary social, artistic and intellectual perspectives. Literature (Hector Medina) A study of Spanish American literature from modernism to the present through the reading and 270. Studies in Latin American Culture: Cuba and discussion of representative works. the Pursuit of Freedom An advanced course that provides an introduction Connections: Conx 23003 Modern Latin America to Cuban culture while maintaining and improving Studies in literature Spanish language skills. The course is designed to give students an overview of the evolution of 320. Studies in Spanish Literature of the Middle Cuban culture and society from the colonial times Ages and the Golden Age to the present, with emphasis on the 19th and 20th 330. Studies in Spanish Literature of the 18th and centuries. Readings include novels, short stories, 19th Centuries plays, poetry, essays and historical sources. Some 340. Studies in Spanish Literature of the 20th of the authors that will be considered are José Century María Heredia, Gertrudis Gómez de Avellaneda, José Martí, Nicolás Guillén, Lydia Cabrera, Alejo 350. Studies in Spanish American Literature: Narrative Carpentier, Fidel Castro, Guillermo Cabrera Infante, Lourdes Casal, Nancy Morejón and Dolores Prida. 360. Studies in Spanish American Literature: (Hector Medina) Drama and Poetry 280. The Hispanic World: Introduction to Latin 370. Studies on Hispanic Women Writers American Culture 399. Independent Study An advanced course that provides an introduc- tion to Spanish-speaking Latin American culture 400. Seminar in Hispanic Studies while maintaining and improving Spanish language Special course skills. The course is designed to give students an overview of the diverse cultures of the region, mov- 300. Spanish Practicum Internship ing historically from the first encounters of colonial In collaboration with the Filene Center for Work and times to the various communities that make up Learning, majors and minors in Hispanic studies are present-day Latino culture. While the temptation placed in agencies in Massachusetts or Rhode Island in such a course is to attempt to obscure differ- that need Spanish-speaking volunteers. Students will ences in order to present a coherent narrative, our be able to increase their fluency in Spanish through focus will rather be on the way many different and personal and continued contacts with the language divergent voices make up Latin American identity and, at the same time, assist the Hispanic community and culture. in programs related to foster care, refugees, hospital- Connections: Conx 23003 Modern Latin America ized children and adolescents, battered women and their children, legal advocacy, rape crisis, AIDS, Literature survey courses substance abuse, runaways, family emergency shel- ter and in after-school programs, etc. Readings and 305. Literary Currents in Spain I: From the Middle Ages to the End of the Golden Age class discussion will focus on the literatures, histories A study of literary movements and genres in and cultures of Latinos in the United States. and other Spanish literature from the medieval period to the issues pertaining to this community. end of the Golden Age through the reading and Connections: Conx 20058 Latino Culture discussion of representative works. Course in translation 306. Literary Currents in Spain: 18th, 19th and 235. Contemporary Latin American Fiction in 20th Centuries Translation A study of literary movements and genres in Readings in translation of significant works by mod- Spanish literature from the 18th century to the ern authors from Latin America. (Also see courses present through the reading and discussion of offered through PRESHCO.) representative works. 315. Spanish American Literature I: Colonialism to PRESHCO Modernism Hisp 999 A study of Spanish American literature from the PRESHCO is housed in the University of Córdoba’s colonial period to 1910 through the reading and discussion of representative works. Facultad de Filosofia y Letras, where courses are Hispanic Studies 149 taught in Spanish by professors of the University Literature of Córdoba and other foreign scholars. This inter- 1601. Introduction to Spanish Literature I disciplinary program has been in operation since An examination of representative texts and literary 1981 and has three basic objectives: movements from the medieval period to the Golden 1. To encourage the personal and intellectual Age. (Fall) growth that comes from living and studying in a 1602. Introduction to Spanish Literature II foreign country; An examination of representative texts and literary 2. To increase the student’s command of the movements from the 19th and 20th centuries. Spanish language; (Spring) 3. To foster knowledge and appreciation of Spanish 1611. Seminar: Studies in Spanish Theatre culture through studies in the humanities, social Focusing on a different historical period each sciences and fine arts as they pertain to Spain. semester, the seminar will explore key aesthetic, Applicants must have completed Hispanic cultural and political facets of selected representa- Studies 200 or the equivalent prior to participa- tive texts. (Fall) tion in the program and may receive as many as 1612. Seminar: Studies in 19th-Century Literature four course credits per semester. All courses may Close reading and analysis of representative texts be counted toward a major or minor in Hispanic from the 19th century. (Spring) studies. Students interested in PRESHCO or other programs in Latin America or Spain should consult 1613. Seminar: Studies in 20th-Century Literature with the PRESHCO coordinator and the Center for Critical analysis of key texts from the Generation of 1898 to the present. (Fall) Global Education. 1614. Seminar: 20th-Century Feminist Expression Courses Offered by PRESHCO An examination, through various media, of feminist Language expression in contemporary Spain with particular 1301. Advanced Oral and Written Communication attention to currents in Spanish feminist thought. Three class hours per week plus additional prac- (Spring) tice outside class. An exploration of various kinds of textual material viewed as examples of linguistic Fine Arts registers with special attention to semantics and 1700. The Music of Spain discourse in the contemporary Spanish world. This A panorama of Spanish music with a focus on its course is normally required for all students during most significant and distinctive aspects, from the their first semester in Córdoba (unless exempted medieval period to the polyphony of the Golden Age by the resident director, in consultation with indi- and the nationalist trends of the last two centuries. vidual campus coordinators). (Fall and Spring) (Fall and Spring) 1306. Topics in Spanish Phonology and Linguistics 1701. Spanish Art: From the Islamic Period to El A review of Spanish phonetics and phonology Greco with an eye toward improving pronunciation and A survey of the most significant artistic expres- facility in identifying different accents and dialects. sions—architecture, painting and sculpture—that Together with extensive class work, students may emerged in Spain from the 8th to the 16th centuries. choose to participate in a practicum working with (Fall) local non-governmental organizations or in other 1702. Spanish Art: From Velázquez to Picasso settings to increase contact with contemporary A continuation of the course described above, ex- language usage. (Fall and Spring) ploring artistic milestones from the 17th to the 20th 1310. Translation centuries. (Spring) Theoretical and practical aspects of the translation 1720. Seminar: Methods and Techniques in of both literary and nonliterary texts. Classes are Andalusian Art Restoration centered on the discussion of weekly translation An integrative seminar entailing classroom instruc- exercises and are directed toward increasing tion, extensive fieldwork and hands-on practice students’ linguistic competence in both English in the creation and restoration of arts specific to and Spanish. (Spring) Andalusia. (A portion of this course takes place at the Escuela de Artes Aplicadas y Oficios Artísticos de Córdoba.) (Spring) 150 Hispanic Studies

1730. History of Spanish Architecture Philosophy An examination of the principal works of Spanish 1811. Political Philosophy: Spain and Latin America architecture from prehistoric times to the modern An examination of the development of concepts of works of Antoni Gaudi and Rafael Moneo. (Spring) nationhood, colonialism and human rights within a History Spanish and Latin American context. (Fall) 1401. Roman Andalusia Interdisciplinary courses and seminars An exploration of the social and cultural history of 1910. The European Union: Economics and Society the Roman aspects of Andalusia, from the second An examination of the impact of the political century B.C.E. to the 5th century C.E. (Fall) economy of the European Community on the 1404. The Spanish Middle Ages economic and social structures of member states An examination of the unique configuration of (growth, employment, standard of living), with Christian, Islamic and Jewish cultures in Iberia special emphasis on present-day Spain. (Spring) during the medieval period. Focus on political, 1911. The European Union: Political Structures and economic and social factors, as well as contact Institutions with other European powers. (Fall) An examination of communitarian forms of govern- 1405. Imperial Spain, 1492–1711 ment and political cooperation among member The inner history of the “Spanish Century,” when nations. Particular focus on ways in which partici- Spanish military might was peerless and Spanish pation in the EU and adherence to a supranational influence was supreme in Europe and America, is structure have informed Spanish government, examined in all its contradictions. (Spring) jurisprudence, economics and society. (Fall) 1406. The Colonization of America 1912. Women in Spanish Society. A critical examination of political, cultural, eco- An inquiry into how a feminist focus reconfigures nomic and racial cross-currents between Spain both the content and form of cultural and archival and the Americas during the colonial period. research. The course examines gendered notions Particular focus on the making and implementation of space, education, religion and culture through a of the policies of the Spanish monarchy in the New variety of periods in Spanish history. (Fall) World. (Spring) 1914. From Text to Film: Spanish and Latin 1407. Political Reform and Social Change, American Cinema 1808–1936 Focusing on six novels by Spanish and Latin An analysis of the political transmutations that American authors that have been adapted for film, followed the great wave of bourgeois revolu- the course examines questions of form, medium tions in Western Europe, which brought with and narrative. (Fall) them the movement known as Constitutionalism. 1915. The Semitic Legacy in Hispanic Societies Examination of the particular transformations oc- An analysis of the formation of “Semitic culture” casioned by the dual nature of Spanish economic (primarily Hebrew and Arabic) in both Eastern and development. (Spring) Western contexts and its lasting influence on the 1410. Seminar: El Franquismo and the Transition Spanish ways of life and culture. Emphasis given to to Democracy the role of Córdoba as a crossroads of intellectual, An analysis of the complex period of the Franco cultural and artistic currents. (Fall) dictatorship, from its Civil War beginnings to 1916. Islam: Beginnings, Introduction into Spain its conclusion and the transition to democracy. and Contemporary Andalusia (Spring) An examination of the origins of Islam in Arabia and its introduction into and evolution within Spain Geography beginning in 711 C.E. Particular attention to the 1500. The Geography of Spain diversity of Islamic religious thought and philosophy, A study of the basic components of the Iberian competing notions regarding lasting Islamic influ- Peninsula in its ecological, human, economic and ence in Spanish identity, and the role of Andalusia social dimensions, and an analysis of Spanish as a cultural site for contemporary Islamic thought. landscapes and regional diversity. (Fall) (Spring) History 151

1917. Image, Gender And Sexuality: Contemporary available approximately two months before the be- Spanish Cinema ginning of each semester and is sent to all accepted Focusing on recent Spanish films by important students. filmmakers, the course analyzes the ways in which Students interested in PRESHCO or other pro- societal codes dealing with gender and sexuality grams in Latin America or Spain should consult with are presented, explored and oftentimes subverted. the PRESHCO coordinator and the Center for Global (Spring) Education. Archaeology 1920. Andalusian Archaeology: Theory and Practice A course encompassing both theory and hands-on History practice. Readings and lectures in archaeological theory and methods (including differences between Chair: Alexander Bloom American and European approaches), complement- Faculty: Baker, Bezis-Selfa, Cathcart, Chandra, ed by extensive practice at local sites. (Fall) Liang, Mezzano, Quinn, Tomasek 1921. Theory and Methods in the Study of The History Department offers a variety of courses Prehistoric Material Culture grouped in three categories: general interest cours- Taking advantage of Córdoba´s rich offering of re- es, national histories and advanced courses. search sites, this course combines an understand- ing of general approaches to the study of prehistoric Major remains with hands-on practice in the Facultad´s The major program in history requires a minimum of “Laboratorio de Prehistoria,” visits to the Museo 10 courses. These include: Arqueológico de Córdoba and other local research Area of concentration facilities. (Spring) Five courses in an area of concentration—America, Offerings at the Facultad de Filosofía y Letras Asia or Europe. At least two of these five courses must be at the 300 level or above. PRESHCO students, as part of their academic program, are encouraged to take a course offered Outside the concentration as part of the regular offerings at the Facultad de Three courses outside the area of concentration, Filosofía y Letras or another division of the University one of which must be in each of the other two areas. of Córdoba (for example, economics, education, One of the three courses may be in Latin American or law). Doing so can facilitate greater integration history, if the other two courses are in the two areas into Spanish student life and offers students an outside of the area of concentration. extensive array of courses in areas not common in Junior colloquium study-abroad programs. Additional fees required by Hist 302 is required of all majors in the first semester the university for a one-credit course are covered of the junior year, except those on LOA or approved by the PRESHCO program. The grade received is study away, who must take it in the senior year. transferred to American grading standards and reported to the home institution for program credit. Seminar Given the fact that the Spanish university calendar Hist 401 Seminars differs considerably from that in the United States No more than three 100-level courses shall be (requiring accommodations in terms of class meet- counted toward the major. ings and due dates for assignments and examina- Occasionally, by permission of the department tions), students interested in this option should chair, students may substitute as an elective a speak to their coordinator before departure or with course offered by another department. the resident director upon arrival. Guidelines have been established for interdepart- In addition to informing students about the many mental major programs combining history with art, offerings of the University of Córdoba, the program economics, political science, philosophy or religion. identifies a short list of courses that may be of The department also participates in a number of oth- particular interest to students learning about Spain er interdepartmental or combined major programs and its culture. These offerings are enhanced for including American studies, Asian studies, German, program participants by additional course meetings International Relations, Russian and Russian studies, and discussion sections. A list of these courses is and Women’s studies. 152 History

Minor the region of millions of her people, a distinctly The history minor consists of at least five courses. African holocaust, the slave trade, and its eventual Four courses must be in a single area. One course demise in the early 19th century, also set the must be outside the area of concentration. At least stage for European colonization. This course is a one of the four courses of concentration must be broad survey of the history of the African continent at the 300 level or above. No more than two 100- prior to colonization, during colonization and level courses may count for the minor. through the postcolonial period to the present. Its perspective will be uniquely African. We will focus History courses are also included in the fol- on the interruption of African development and lowing special minor programs: African, African the strategies of resistance and accommodation American, Diaspora Studies, Development Studies, adopted by various groups through an examination Latin American Studies and Management. of selected texts, literature and film. Courses (Dolita Cathcart) Connections: Conx 23001 African Worlds, Conx Explorations in history; courses of general interest 23016 Race as a Social Construct 100. Ancient Western History 207. Medieval Europe A survey of all pre-Christian Western societies A survey of the history and culture of Europe, and cultures, including Neolithic, Celtic, Egyptian, 300– 1300. The institutions of feudalism, Greek and Roman, up to the advent of Christianity monarchy and the church will be examined; the and the collapse of the Roman Empire in the West. development of monasticism and Christian phi- Topics covered will include women, family, religious losophy. Throughout the basic narrative of events, beliefs, and the development of the arts and ideas. the course will focus on the medieval outlook as (Candice T. Quinn) expressed in philosophy, art, literature and music. Connections: Conx 20039 Ideas of Antiquity (Candice T. Quinn) 101. The Development of Modern Europe from the 213. The History of the Civil Rights Movement Medieval Era to 1789 This course will examine, through readings and A study of the foundations of modern Europe. films, those events that led up to and included the Among the topics examined are the development civil rights movement in the United States, as well of modern states, the emergence of a capital- as those mass movements it inspired throughout ist economy, the Renaissance, the Reformation, the 1960s and the 1970s. We will explore the overseas expansion, the Scientific Revolution and hopes and dreams, actions and strategies, of the the Enlightenment. progressive members of this movement, which (Yuen-Gen Liang) began decades before sit-ins galvanized student Connections: Conx 20040 Political Theories, activism. This course will center on the historical Political Realities: Ideas and Practices in Past context which helped to shape the political and Politics social reality of the times. We will examine how the basic tenets of this movement continue to 102. The Development of Modern Europe since 1789 influence us today. Europe from the French Revolution to the present. (Dolita Cathcart) Topics include: the Industrial Revolution; nation- 214. European Military History alism, romanticism, imperialism, democracy, An introduction to the history of war and the socialism, communism and fascism; the impact armed forces in Europe. We will begin in the of two world wars; totalitarianism; and Europe’s 1400s with the technological and tactical develop- post–World War II renaissance. ments that led to “modern warfare.” We will (Anni Baker) discuss the development of 18th century military Connections: Conx 20007 German Language states such as Prussia, and the 19th century in European History, Conx 20054 The Religious “people’s army” of Napoleon. We will explore the Response impact of the Industrial Revolution on European warfare, and the development of new military 143. Africans on Africa: A Survey technology. We will end the course with an in- Africa’s development paralleled European develop- depth study of the First and Second World Wars. ment up to the eve of European colonization of the (Anni Baker) continent. Whereas the African slave trade robbed History 153

215. History of Russia 222. Introduction to Chinese Civilization A survey of the growth and development of Russia This course examines the main political, social, in- from its medieval foundations to the recent breakup tellectual, and cultural events and currents of China of the Soviet Union. Topics include: political, social, from ancient times to the present in the context of religious and economic developments; the conflict changing territorial and economic realities. of Eastern and Western traditions; Russia’s emer- (Vipan Chandra) gence as a European power; 19th-century revolu- tionary and reform movements; the creation of the 223. Introduction to Indian Civilization This course examines the main political, social, in- Soviet Union and its flawed drive for modernization tellectual, and cultural events and currents of India and domination in global politics. from ancient times to the present in the context of (Anni Baker) changing territorial and economic realities. Connections: Conx 20051 Russian History and (Vipan Chandra) Culture, Conx 20055 Russia: Challenge and Opportunity, Conx 20064 Russian History and 224. Introduction to Japanese Civilization Politics This course examines the main political, social, intellectual and cultural events and trends of Japan 217. Mundo Brasileiro from ancient times to the present in the context of Explores construction of Brazil and its diaspora changing territorial and economic realities. since 1500 through documents, scholarly works, (Vipan Chandra) fiction, music and film. Topics include: environ- mental change, colonization and its impact on 225. Women in East Asia: Japan and Korea indigenous peoples, African slavery and its legacies, This course examines the influence of Shintoism, migration to and from Brazil, gender norms, politics Confucianism, Taoism, Buddhism, colonialism, and economic development, rise of mass culture, communism, democracy, feminism and changing urbanization and industrialization, how outsiders economic forces in shaping women’s lives from have viewed Brazil, and impact of all these on ancient times to the present. Brazilians’ struggle to define what is “Brazilian.” (Vipan Chandra) Course will try to connect class and campus to 227. Women in East Asia: China Brazilian communities of southern New England. This course examines the status roles of women in (John Bezis-Selfa) Chinese society from ancient times to the present. 218. First Global Societies: Colonial Latin America The influence of Confucianism, Taoism, Buddhism, Provides introduction to early modern history of the modern nationalism, communism, and contempo- Hispanophone and Lusophone Americas, principally rary liberal and feminist ideas as well as changing through interpretation of documents. Topics include: economic forces in shaping women’s lives is the indigenous societies before contact with Europeans; main focus of the course. conquest and colonization of the Americas by (Vipan Chandra) Iberians; rise of African slavery; social, economic, 228. European Jewish History political, and cultural developments under colonial This course is a survey of the history of Jewish rule, and revolutions for national independence. communities in Europe, from the Middle Ages to (John Bezis-Selfa) the present. Topics include the Jewish experience 219. Norte y Sur: Modern Spanish America during the Crusades; the expulsion of Jews from Explores key themes in modern Spanish America’s Spain; the Jewish Enlightenment; Jews in Eastern history through focus on Mexico, Argentina and one Europe and Russia; assimilation and anti-Semitism; other nation-state. Topics include: nation-building the Holocaust and the creation of the state of and economic development in the 19th century; Israel. the decline and abolition of slavery; the experi- (Anni Baker) ence of indigenous peoples under national rule; Connections: Conx 20062 Jews in Modern Europe roles of western Europe and the United States in 240. German History: 1648–Present shaping political, economic, and cultural develop- A survey of German history from the end of the ment; Mexican Revolution, Cold War and Socialist Thirty Years’ War to national reunification in the Revolutions, and recent efforts at economic and 1990s. Topics include: absolutism, the unification political reform. of Germany under Bismarck, Germany and World (John Bezis-Selfa) War I, the Weimar period, the rise of National Connections: Conx 23003 Modern Latin America 154 History

Socialism, the Holocaust and World War II, division National histories and the problems of a newly reunited Germany. 201. American Colonial History (Anni Baker, Michael Mezzano) Provides introduction to colonial history of North Connections: Conx 20028 Germanies: History vs. America. Topics include: indigenous societies Culture before contact with Europeans and Africans; 251. Early Islamic Societies European reconnaissance and colonization; rise Surveys Islamic history from 600s C.E. to the end of indentured servitude and racial slavery; social of the 18th century. Begins with the late-antique and cultural exchange among and between native world of the Byzantine and Sasanian empires and peoples, Africans and Europeans; connections of progresses to the life of Muhammad, the estab- North America to the Caribbean Basin and Atlantic lishment of the Umayyad and Abbasid Caliphates, world; conflicts between European colonizers for political disintegration during the Crusader and dominance of North America; and social, political Mongol invasions, and the rise of the Ottoman and economic development of mainland British Empire. Explores the emergence of Islamic culture North America in the18th century. through such topics as religious practice and law, (John Bezis-Selfa) gender and minority relations, literature, and art and Connections: Conx 20057 Early American Studies architecture. 202. America: The New Nation, 1776–1836 (Yuen-Gen Liang) Considers the process by which Americans created 252. The Modern Middle East 1800-1992 a new nation and forged a national identity from Surveys the history of the Middle East from 1800- the period of the Revolution through the Jacksonian 1992. Major themes in the nineteenth century era. Topics include: the course of American political include the internal reform efforts under Ottoman growth; the experiences of Native Americans, and Egyptian regimes; European military, political, African Americans and women in the new republic; economic, and cultural intervention; the evolution the beginnings of northern industry; and the flour- of new paradigms in politics and society; and the ishing of reform movements. emergence of Islamic modernist and reform intel- (Kathryn Tomasek) lectuals and movements. Connections: Conx 20057 Early American Studies In the 20th century, this course will focus on the rise of nationalism; WWI and the partition of the 203. America: The Nation Divided, 1836–1876 Explores the development of divergent patterns of region; the settlement and establishment of Israel; life in three distinct regions of the United States independence movements and the establishment (the West, North and South) in order to comprehend of nationalist states; globalization and industrializa- the emergence of sectionalism, the violent struggle tion; Islamic social and potitical movements; the of the Civil War and the readjustments of the Arab-Israeli conflict; and European and American Reconstruction years. intervention in the postcolonial period. (Kathryn Tomasek) (Yuen-Gen Liang) Connections: Conx 20057 Early American Studies 285. History of Science to the Scientific Revolution. Current dominance of “science” as a symbol of 204. Industry and Empire: The United States, progress and prosperity has its roots in the cultural 1876–1914 Examines how industrialization in the late 19th traditions of medieval Christian Europe and its century transformed work, home life, class dynam- selective appropriation of a Greek heritage. This ics, ethnic diversity, gender relations, race relations, course addresses the historical context, structure politics and foreign policy. Such changes redefined and development of science, and explores science what it meant to be American and led to the as a cultural and sociological phenomenon while creation of the modern nation. tracing changes in the perception of nature and (Dolita Cathcart) human knowledge over time. (Candice T. Quinn) 205. America between the Wars: 1914–1945 Connections: Conx 23017 Forbidden Knowledge The two world wars bracket a period of extremes in American history: the Roaring Twenties and the Great Depression of the thirties. This course will follow the political and social history of these years, with special attention to the lives of individual History 155

Americans, the artistic creations of the period and Revolution and its immediate aftermath. Throughout the diplomatic questions which begin and end the the course, particular attention is paid to changing era. contructions of gender and race, exploring their (Alexander Bloom) intersections with class, religion and region. 206. Modern America: 1945 to the Present (Kathryn Tomasek) Despite America’s preeminent position in the world Connections: Conx 23005 Women in the United since 1945, the anxieties of the Cold War and the States nuclear age pervaded postwar life. Issues such as 233. U.S. Women, 1790–1890 civil rights, McCarthyism, Vietnam, the countercul- This course surveys the history of women in the ture, Watergate, economic fluctuations and political 19th-century United States, exploring changing cynicism all raised particular concerns. This course constructions of gender, race and class during will trace American history in these years—politi- a period of significant economic and political cal, social and cultural. development. The course examines the emergence (Alexander Bloom) of the women’s rights movement among members Connections: Conx 20033 History and Politics of of the emerging white middle class as well as the U.S. Foreign Policy, Conx 20034 The Historical changing experiences of free and enslaved African Context of Contemporary American Culture, Conx American women. Students complete original 20053 Schooling in Modern Society research in diaries held in the Wheaton College 209. African American History to 1877 Archives and Special Collections. Examines the early history of people of African de- (Kathryn Tomasek) scent in North America, placing the experiences of Connections: Conx 23005 Women in the United African Americans at the center. Includes a survey States of African history before European incursions and 234. U.S. Women since 1890 attention to enslavement, culture, women’s experi- This course surveys the history of women in the ences, community and family life among both United States in the 20th century. Beginning with free and enslaved blacks, and the role of African an examination of suffrage and numerous move- Americans in the American Revolution, the Civil ments for social and economic change, the course War and Reconstruction. challenges students to explore the complexities (Dolita Cathcart) of women’s experiences. Throughout the course, Connections: Conx 23007 African Diaspora in New particular attention is paid to intersections among World, Conx 23010 Black Aesthetics multiple identities grounded in social constructions 210. African American History: 1877 to the Present of gender, race, class and sexual orientation in local, This course follows the freed slaves and other national and international contexts. African Americans from the end of Reconstruction (Kathryn Tomasek) through the institution of segregation, the migra- Connections: Conx 23005 Women in the United tions north, life in urban America, the civil rights States movement after World War II and the contemporary Advanced courses realities of race in the United States. Particular interest will be paid to cultural history, family life, 050. Senior Colloquium in American Studies gender roles and identity. Through readings and discussion the course will (Dolita Cathcart) seek to bring together the various disciplines and Connections: Conx 23007 African Diaspora in New methodologies pertinent to the American studies World, Conx 23010 Black Aesthetics major. Required of and limited to senior American studies majors. 232. Women in North America to 1790 (Alexander Bloom) This course surveys the history of women in colo- nial North America. The course begins by examin- 302. The Junior Colloquium ing interactions among indigenous inhabitants; This course serves as an introduction to the study colonizers from Spain, France and Great Britain; of history. It examines the ways in which historians and enslaved Africans. The focus then narrows to have viewed the past over the centuries. Readings the British North American colonies and the experi- are from several areas of history, including ences of women of Native American, European and America, Asia, and ancient, medieval and modern African descent through the period of the American Europe. Special attention will be given to the newer 156 History historical approaches to the past: these include Adams, Jane Addams and Richard Wright, as well women’s history, black history, psychology and as contemporary analysts of modern American life. history and social history. (Alexander Bloom) (Candice T. Quinn) 337. Power and Protest in the United States 313. Issues in the History of Women in Europe Democracy, citizenship and civil rights in the A thematic approach to issues within the broad United States are not static concepts unaf- perspective of women’s experiences in Europe from fected by societal change, nor apt to be changed prehistory to the present. Topics will include matriar- without pressure from marginalized populations. chal, goddess-worshipping cultures; women within In this course, we will examine how the growing patriarchy; women and Christianity; the education consciousness and activism of several marginal- of women; development of women’s political and ized populations during the 20th century developed legal rights; and debates concerning reproductive into social movements that changed the meaning freedom. and the delivery of democracy, citizenship and civil (Candice T. Quinn) rights. These changes directly affected the lives of 314. Renaissance, Reformation and Revolution: marginalized populations in the United States, and Europe 1350–1650 indirectly the lives of the majority population and The dissolution of the medieval synthesis and the global communities as well. rise of humanism; developments in culture and (Dolita Cathcart) thought in Italy and on the Continent; religious Connections: Conx 23011 Revolution!, Conx 20053 Reformation. Includes an examination of the Schooling in Modern Society impact of intellectual changes on popular classes 338. U.S. Labor History and issues of gender. Explores history of work and working Americans (Candice T. Quinn) from colonial era to present. Examines how race, 321. European Imperialism, 1757–1939 technology, politics, gender, organizational innova- An examination of European imperialism from the tions and global economic changes have shaped late 18th to the early 20th century. We will consid- workers’ consciousness and their experience of er the factors that led to imperial expansion in the work. late 18th century and study the colonial experience (Dolita Cathcart) from the point of view of those who lived it. We 339. Slavery in the Americas will examine how imperialism changed colonized Examines slavery and slave societies in the societies; how imperialism influenced culture in Americas (mainly colonial British North America Europe; and the development of resistance and and the United States., Caribbean and Brazil) from opposition in the colonies. rise of Atlantic slave trade to abolition. Emphasizes (Anni Baker) understanding of slavery and enslavement through Connections: Conx 20065 Theories of Imperialism interpretation of primary sources. 331. Social and Intellectual History of the United (John Bezis-Selfa, Dolita Cathcart) States to the Civil War 340. Gender and Work in the 19th-Century United The evolution of American society from the States colonial period to the Civil War and how various What is work and who is a worker? Have the Americans attempted to describe, explain or alter answers to these questions changed over time? the world in which they lived. Readings will come This course examines the persistence of a gender from primary sources, such as Franklin, Paine, division of labor that has differentiated women’s Douglass, Emerson and Thoreau, as well as works work from that of men; that division’s organization of contemporary social history. over time, place and occupation; and its variations (Alexander Bloom) by race, class and region. 332. Social and Intellectual History of the United (Kathryn Tomasek) States since 1876 341. Sex and Culture in the 19th-Century United The response of American intellectuals, analysts States and writers to the changes accompanying the Examines the history of thinking about the nature growth of modern American society from the and meaning of sexuality, with particular attention Industrial Revolution to the present day. Readings to the religious, medical, psychiatric and sexologi- will include William James, Emma Goldman, Henry Interdepartmental 157 cal discourses in the United States and Europe; tactics and technology of war, the impact of war popular responses to these discourses; and the on society, politics and the economy, the media changing boundaries between “normality” and and war, and how the wars are remembered in “deviance.” contemporary society. (Kathryn Tomasek) (Michael Mezzano) Connections: Conx 23006 Sexuality 399. Selected Topics: Independent Work 352. Social Movements in Modern Islam Offered from time to time to allow students to study Analyzes the historical development of Islamic a particular topic not included in regular courses reform, modernism and political movements or to engage in field-work programs for credit in from 1800 to 1992. Contextualizes movements conjunction with the Filene Center for Work and in Islamic societies undergoing colonialization, Learning. modernization, Europeanization and globalization. 401. Seminars Compares such movements to other contempo- Designed to allow intensive investigation of a lim- raneous ones, including nationalism, liberalism, ited period or topic in history; subjects to be offered feminism and authoritarianism. Studies the devel- are reviewed annually. A minimum of three courses opment of diverse notions in “Islam” espoused by are offered each year, the titles to be announced these movements. each spring. (Yuen-Gen Liang) 500. Individual Research 365. Modern China Offered to selected majors at the invitation of A close look at China’s political, social and cultural the department with a view toward developing a development from 1842 to the present. Focus program leading to consideration for departmental will be on both the foreign and domestic factors honors. Students interested in being considered in China’s transition from its imperial past to a for such a program should contact the department modern nation-state. chair at any time during the junior year or at the (Vipan Chandra) beginning of the fall semester in the senior year. Connections: Conx 20024 Modern China: Tradition and Contemporary Politics 367. Modern Japan A detailed look at the multifaceted transforma- Interdepartmental tion of Japan since the Meiji Restoration of 1868. Courses listed here are offered from time to time by Japan’s ambitions, achievements and problems will be closely examined. The major focus will faculty members in more than one department. See be on political change, but attention will also be also Connections for a listing of connected courses. directed to intellectual, social and economic ques- Courses tions. (Vipan Chandra) 110. Ponds to Particles Want to know how science connects to the real 370. European Radical Movements world? This interdisciplinary course is totally A thematic examination of political movements, hands-on, problem-based science, with authen- social groups and cultural trends through which tic applications. You’ll work as part of a team in Europeans searched for new understandings of service to a local township to solve real problems the world, before and after the devastation of for that community. Using “just-in-time” teaching, World War I. The course examines relatively benign your instructors will serve you as coaches and movements such as pacifism, health and new partners in your problem-solving endeavors. The religions as well as the more infamous ideologies course includes many field trips, ranging from short of racism, fascism and Stalinism. on-campus explorations to daylong expeditions on (Anni Baker) Boston Harbor, Cape Cod and Quabbin Reservoir. 398. Experimental Course: The World at War: The first semester will focus on water problems 1914–1945 on Cape Cod; the second semester (Int 111) will This course is an in-depth study of World Wars focus on energy problems. Students are encour- I and II across all major and minor fronts. Topics aged to take both semesters (experiences in the include: the political and diplomatic prelude to second semester will build on those in the first), but war, political ideologies and war, doctrine, strategy, enrolling for only one semester is acceptable. 158 Interdepartmental

Early childhood/elementary education minors are history or an analysis course in economics. Students strongly advised to take this course both semesters should take Math 141 for their quantitative analysis to meet their science requirements. requirement. (Deborah Cato, Kathleen Morgan) Core courses Connections: Conx 23015 Learning to Learn in Required of all students. Math and Science Econ 305 International Finance or 111. Ponds to Particles Econ 306 International Trade See Int 110. (note that Econ 101 and Econ 102 are prerequisites) Connections: Conx 23015 Pols 109 International Politics (Deborah Cato, Kathleen Morgan) Pols 229 United States Foreign Policy 210. Water Resources Planning and Management Pols 309 International Law and Organization or Through the Marine Studies Consortium. Pols 339 Theories of International Relations 215. Coastal Zone Management Ir 402 Senior Seminar Through the Marine Studies Consortium. Foreign language 225. Maritime History Competence at the intermediate level in a modern Through the Marine Studies Consortium. foreign language. (For languages taught at Wheaton, the equivalent would be passing Fr 211, Ger 202, Itas 200, Russ 211 or Hisp 150.) Area concentrations International Relations Each major must choose four courses in one of the Coordinator: Darlene L. Boroviak following areas, including courses from at least two departments, at least one of which must be political The international relations program prepares science. With permission, students may substitute students for the complexities of globalization by an appropriate course other than those listed. challenging them to develop a broad understanding of international issues from historical, economic Europe and Russia and political perspectives. Students can tailor the Hist 102 The Development of Modern Europe since program to meet their specific objectives. 1789 Students wishing to participate in various Hist 215 History of Russia exchange programs, junior year abroad, or other Hist 240 German History: 1648–Present relevant programs should consult with the program Hist 321 European Imperialism, 1757–1939 coordinators at an early date to ensure that they can Pols 215 Contemporary European Governments and complete all requirements. International relations Politics majors are encouraged to participate in relevant Pols 225 Italian Politics internship and/or field-work experiences, both in the Pols 249 Russian Foreign Policy United States and abroad. Pols 255 Russian Politics Major Pols 265 Politics and Society in Eastern Europe The major in international relations consists of Pols 325 European Integration 10 courses, plus competency at the intermedi- Pols 345 Understanding Russian Politics and ate level in a modern foreign language. The major Society through the Prism of Film includes five core courses, at least four courses in Pols 375 The Politics of Social and Economic one geographical area concentration and at least Problems in Post-Communist Russia one applied topics course. Each major’s program should be carefully constructed with the coordina- Asia tors. Students who plan to do graduate work in Anth 285 Peoples and Cultures of the Pacific international relations should develop substantial Anth 295 Peoples and Cultures of South Asia proficiency in a foreign language. Students are also Hist 222 Introduction to Chinese Civilization encouraged to develop the research and analyti- Hist 223 Introduction to Indian Civilization cal skills appropriate for the major by taking either Hist 224 Introduction to Japanese Civilization a research methods course in political science or Hist 365 Modern China Italian Studies 159

Hist 367 Modern Japan Pols 229, Pols 309 and one course from the Pols 209 Chinese Foreign Policy Applied Topics Courses of the major program. Pols 223 Contemporary Chinese Politics Courses Rel 212 Sacred Texts of Asia 402. Senior Seminar Rel 328 Buddhism and Development Middle East/Africa/Latin America Anth 225 Peoples and Cultures of Africa Anth 235 Peoples and Cultures of Latin America Italian Studies Anth 245 Indigenous Movements of Latin America Chair: Hector Medina Hist 217 Mundo Brasileiro Faculty: Bianchi, Gabriele, Hanson Hist 219 Norte y Sur: Modern Spanish America The program in Italian studies offers courses in the Hist 251 Early Islamic Societies language, literature, civilization, art and politics of Hist 252 The Modern Middle East1800–1992 Italy. Pols 203 African Politics Major Pols 233 The Politics of Latin America The major in Italian studies consists of at least nine Pols 263 The Politics of the Middle East courses (starting with Itas 200 or above.) Starting Pols 273 Inter-American Relations with the Class of 2008 at least four of the nine Pols 333 Popular Movements and Religious must be in Italian. Sentiment in the Americas Courses Rel 316 Islam: Faith and Practice Nine courses from the following: Applied topics courses Itas 200 Advanced Intermediate Italian At least one of the following courses must be part Itas 220 Advanced Oral and Written of the major: Communication: Composition and Conversation Anth 210 Feast or Famine: The Ecology and Politics Itas 235 Italian Women Writers in Translation of Food Itas 260 Italian Civilization Anth 240 Urban Anthropology Itas 305 Studies in Italian Literature I Anth 250 Political Anthropology Itas 306 Studies in Italian Literature II Anth 260 Women and Development Itas 320 Italian Cinema Anth 333 Economic Anthropology Itas 330 Modern Italian Theatre Econ 232 Economic Development Arth 231 Italian Medieval Art and Culture Econ 233 Sweatshops in the World Economy Arth 232 Art and Architecture of the 14th and 15th Hist 214 European Military History Centuries in Italy Pols 309 International Law and Organization* Arth 274 Roman Art and Architecture Pols 323 Comparative Political Development Arth 332 Art and Architecture of Renaissance Pols 339 Theories of International Relations* Florence Pols 379 National Security Policy Arth 336 Sex and Death in Early Modern Venice Soc 200 Social Movements Arth 401 (When it concerns Italian topics) Soc 240 Conflict and Genocide Pols 225 Italian Politics Soc 270 Immigration Other combinations are also possible, if students Evaluated field-work experience (overseas intern- take advantage of special courses that deal directly ship program or relevant Washington, D.C., U.N. or with Italy and/or Italians in America offered by other other domestic experience.) departments. Such courses will vary from year to * Pols 309 and Pols 339 may not be used as both core courses year. and applied courses. Each may count for either a core course or We also encourage majors to spend their junior an applied course. year abroad with an approved program, such as Minor Middlebury in Florence or Ferrara and IES in Milan The minor in international relations requires the or Rome. completion of Econ 305 or Econ 306, Pols 109, 160 Italian Studies

Minor texts such as films and music included. Designed The minor in Italian studies consists of at least five to improve students’ ability to communicate orally courses from the course list for the Italian Studies and to express themselves in written Italian; to major (starting with Itas 200 or above.) Starting broaden their understanding of the Italian world; with the Class of 2008 at least two of these to introduce them to contemporary Italian writers. courses must be in Italian. Four class meetings per week plus work in the language laboratory and media center. Courses Connections: Conx 23008 Italian Culture, Language Language courses and Society Language courses at the elementary and interme- 220. Advanced Oral and Written Communication: diate levels in Italian are offered on an intensive Composition and Conversation basis and are taught with an eclectic, functional This course is designed to improve the student’s five-skills approach. This integrated approach speaking and writing skills in Italian at an advanced develops simultaneously all the fundamental skills: level and will develop fluid conversational and speaking, comprehension, reading, writing and writing skills through intensive practice. Three cultural awareness. class meetings per week plus work in the language laboratory and media center. Our language courses offer students an op- portunity to acquire communication skills while de- Civilization course veloping an awareness and appreciation of Italian 260. Italian Civilization culture and civilization. These courses are designed A study of the major trends and development in for students in any field or major that benefits from the evolution of Italian society and culture, from its the ability to communicate in Italian and knowledge origins to the present, from a historical, political, of Italian literature, culture and civilization. social, artistic and intellectual perspective. Before enrolling in a first Italian course at Wheaton, all students who have studied Italian must Literature survey courses take the placement exam given by the department. 305. Studies in Italian Literature I Elementary language courses A study of literary movements and genres from the medieval period to the end of the 16th century 101. Basic Italian through the reading and discussion of repre- A yearlong course conducted by intensive oral meth- sentative works by Dante, Petrarch, Boccaccio, od for students with no preparation in the language. Machiavelli, women writers of the Renaissance and Its goal is to provide more than a basic knowledge others. Discussion of the Inquisition and Venice’s of Italian by developing the fundamental skills: central role in print culture. understanding, speaking, reading, writing and cultural awareness. Four class meetings per week plus work 306. Studies in Italian Literature II in the language laboratory and media center. A study of literary movements and genres from the 17th century to the present through reading and 102. Basic Italian discussion of representative works by such authors Continuation of Itas 101. as Galileo, Carlo Goldoni, Giovanni Verga, Grazia 150. Intermediate Italian Deledda, Anna Banti and Italo Calvino. This intensive one-semester course provides Studies in literature or culture further development and practice of all language skills. Comprehensive grammar review, with 320. Italian Cinema activities designed to enhance listening, speak- This course introduces students to Italian cinema, ing, reading, writing and cultural awareness. Four film analysis and 20th century Italian history class meetings per week plus work in the language (including fascism, war, the “economic miracle” of laboratory and media center. the 1960s and migration). We will study cinematic techniques and styles through close visual readings Advanced intermediate language courses of films by Rossellini, De Sica, Fellini, Antonioni, 200. Advanced Intermediate Italian Pasolini, Wertmüller, Bertolucci and others. We will Reading and discussion in Italian of Italian texts see how these films reflect the aesthetic and cul- (drama, novel, short stories, poetry). Nonliterary Latin 161 tural debates in the Italian socio-historical context. Hiragana and Katakana syllabaries, as well as 58 Required weekly film viewing and readings. Kanji. Three weekly class meetings, and language (Alberto Bianchi) laboratory work. Connections: Conx 23014 Film and Society 102. Introduction to Japanese 330. Modern Italian Theatre A continuation of Japn 101. This course explores the shifting zones between stage and audience, between written text and social intervention. Beginning with Pirandello’s seminal masterpiece, Six Characters in Search of an Author, Latin students will explore the radical artistic and politi- cal potential of theatre in modern Italian society. Joel C. Relihan and Keeley C. Schell Readings and viewings may include: avant-garde (For descriptions of majors and minors, see Classics.) Futurist theatre; De Filippo’s Neapolitan theatre; Courses Martinelli’s Afro-Italian collaborations; and works by Betti, Pasolini, Maraini, Ginzburg and the renowned 101. Elementary Latin Fo-Rame team. A two-semester course that covers the essential (Tommasina Gabriele) grammar of classical Latin and introduces students to the reading of simple Latin prose. Resources in 399. Selected Readings the audio lab and the computer lab will assist stu- Course in translation dents in proper pronunciation and in drill and review. 235. Italian Women Writers in Translation (Keeley C. Schell) A study of the dramatic shifts in social, political and economic roles of Italian women in the 20th century, Intermediate courses beginning with Aleramo’s famous autobiographi- The following 200-level courses are open to cal novel, A Woman (1906). Includes the complex students who have successfully completed Latin treatment of women under fascism; representations 101; students who have previously studied Latin of women as wives and mothers; women in the must take the department’s placement test. These workforce; women’s political victories (suffrage and courses do not form sequences. Each course divorce); personal and social struggles for sexual combines grammatical study and review with self-determination; the place of Italian women practice in close reading and textual analysis. writers in the canon. Amongst the readings: Sibilla Students will learn how to study and do research in Aleramo, Maria Messina, Dacia Maraini, Alba De Céspedes. Lectures, discussions, readings, films and specific disciplines in both primary and secondary papers in English. Italian majors and minors may materials. Readings in the original are supplemented select to do readings and papers in Italian. by readings in English; critical writing in English is (Tommasina Gabriele) stressed. These courses will frequently be offered as Connections: Conx 20014 Modern Italy, Conx 23006 connections courses. Sexuality 211/311. From Romulus to Rome The legendary history of Rome. Selections from the Roman historians, primarily Livy; the relationship between myth and history in the Romans’ view of Japanese their origins. Naemi Tanaka McPherson 213/313. Latin Epistolography The study of Roman letters and the development of Courses the edited collection of letters as a Roman literary 101. Introduction to Japanese genre. Readings will be from Cicero, Fronto, Pliny Students will develop the four basic skills of speak- and Augustine. ing, listening, reading, and writing at an elementary (Keeley C. Schell) level in Japanese. Culturally appropriate commu- 215/315. The Crisis of the Roman Republic nicative skills and an accurate command of basic Social, political and military factors leading to the grammar will be emphasized. Students will master crisis of the end of the Roman Republic. Readings the basic pronunciation of Japanese, and learn the will be from Caesar, Sallust, Cicero and Velleius Paterculus. 162 Latin

217/317. Roman Satire cultures and histories of Latin America and of The origins and development of Roman prose Latinos/as in the United States. The minor offers and verse satire. Texts will include Horace’s opportunities to explore the arts, economies, Satires, Petronius’s Satyricon and Seneca’s indigenous and African cultures, literatures, and the Apocolocyntosis. political and social dynamics of most of the Western (Joel C. Relihan) hemisphere. The Latin American and Latino/a stud- 222/322. Roman Comedy ies program is part of a wider interdisciplinary effort Selections from Plautus and Terence and a con- at Wheaton to develop an appreciation and broader sideration of the origins and development of comic understanding of the diversity and dynamism of drama in the ancient world. cultures in Latin America, the United States. and 224/324. Poetry in Motion: Didactic Poetry and the world. Roman Science Minor An introduction to classical poetry through the The minor consists of five courses as described be- study of the poetics of observational astronomy. low. Those interested should consult the coordinator Selections from Vergil’s Georgics, Manilius’s Astronomica, and other lyric and epic poets who and/or participating faculty to design their program. describe the constellations and the Zodiac. Language competence (Joel C. Relihan) Language competence at the advanced level of 226/326. Eros and Erato: Love Poetry in the Roman Portuguese or Spanish (for Spanish the equivalent World would be passing Hisp 220). The study of the conventions of love and of poetry. Additional courses Selections from the lyric Horace and Catullus and the elegiac Ovid; love poetry from late antiquity and Five courses selected from at least three of the five the Latin Middle Ages will also be read. disciplines listed below. 228/328. Epics and Heroes Anthropology Selections primarily from Vergil’s Aeneid. Anth 235 Peoples and Cultures of Latin America Heroic and anti-heroic conventions in Ovid’s Anth 245 Indigenous Movements of Latin America Metamorphoses and in the Silver Latin epic will also be addressed. Art Arth 255 Pre-Columbian Art and Architecture Advanced courses The department’s 300-level courses concentrate Hispanic Studies exclusively on the improvement of Latin language Hisp 270 Studies in Latin American Culture: Cuba skills. Students in the 300-level versions of the and the Pursuit of Freedom above intermediate courses read the Latin texts Hisp 280 The Hispanic World: Introduction to Latin covered in the courses with which they meet and American Culture other, related texts. Latin and Classics majors are Hisp 300 Spanish Practicum Internship strongly urged to take 351 and 352 in sequence. Hisp 315 Spanish American Literature I: Colonialism 351. Elementary Latin Prose Composition to Modernism (Joel C. Relihan) Hisp 316 Spanish American Literature II: 352. Advanced Latin Prose Composition Contemporary Literature (Joel C. Relihan) Hisp 350 Studies in Spanish American Literature: Narrative Special courses are also offered occasionally on women writers from Latin America and other topics.

Latin American Studies History Coordinator: John Bezis-Selfa Hist 217 Mundo Brasileiro Faculty: de Alba, Allen, Caba, Huiskamp, Ledezma, Hist 218 First Global Societies: Colonial Latin Medina, Searles, Tierney-Tello, Trevino America The minor in Latin American and Latino/a studies Hist 219 Norte y Sur: Modern Spanish America will develop an integrated understanding of the Hist 339 Slavery in the Americas Manaagement 163

Music Pols 024 Legal Issues in Public Policy: Torts Musc 212 World Music: Africa and the Americas Pols 025 Legal Issues in Public Policy: The Law of Musc 220 Music in Latin American Culture Sexuality and Gender

Political Science Pols 233 The Politics of Latin America Pols 273 Inter-American Relations Management Pols 333 Popular Movements and Religious See also Dual-Degree Programs. Sentiment in the Americas Coordinator: John Alexander Gildea Sociology Soc 285 Latino Community The courses included in the management minor are ones that would be particularly useful for a student intending to earn an M.B.A. or to seek an entry-level position in business. However, the minor Legal Studies does not encourage students to develop business skills in any narrow sense. Rather, drawing on the Coordinator: Stephen Mathis breadth and depth of the courses offered in the Faculty: Goodman liberal arts tradition, the minor seeks to foster an understanding of the role of business in society The legal studies minor defines an area of study and to reinforce a high level of literacy in the basic within the liberal arts. It includes courses that ex- areas of quantitative and communication skills. amine legal institutions from a humanistic or social science perspective. Minor The minor in management consists of six courses. Minor Students are required to take a minimum of five se- Required core courses mester courses in the minor. Although it is possible Mathematics/Computer Science to take only courses in philosophy and political sci- One course from: ence, courses from related fields, including sociol- Math 101 Calculus I ogy and psychology, may be included or substituted Math 104 Calculus II with the approval of the coordinator. Comp 106 Basics of Computing Philosophy Comp 115 Robots, Games, and Problem Solving At least two required: Quantitative methods Phil 255 Feminism, Philosophy and the Law Math 141 Introductory Statistics Phil 260 How Judges Reason Microeconomic theory Phil 265 Philosophy of Law Econ 202 Microeconomic Theory Phil 321 Contemporary Social and Political Additional courses Philosophy Three courses from the following list, at least Political Science one of which must be outside the Economics Department, and at least one of which must be at At least two required: the 300 level. Pols 291 Judicial Politics Any economics course other than 101 or 102 not Pols 309 International Law and Organization included in the core requirements. Pols 341 Constitutional Law I: The Supreme Court Eng 280 Professional and Technical Writing and the Constitution Hist 338 U.S. Labor History Pols 351 Constitutional Law II: Civil Rights and Civil Math 211 Discrete Mathematics or Liberties Math 221 Linear Algebra Pols 022 Legal Issues in Public Policy: Family Law Pols 321 Public Administration and Public Policy Pols 023 Legal Issues in Public Policy: Criminal Law Soc 215 Working: Society and the Meanings of Work 164 Mathematics

needs at least a C+ for the average of her/his Mathematics Calculus I and Calculus II grades. Coordinator: Rochelle (Shelly) Leibowitz Minors Faculty: Bloch, DeCoste, Kahn, Naidjate, Ratliff, Sklensky, Straley Mathematics Minor The mathematics minor requires five courses: The Mathematics and Computer Science Math 101 Calculus I or Department offers students a commitment to Math 102 Calculus I with Economic Applications combining our knowledge with cutting-edge Math 104 Calculus II technologies, initiating majors into the lush and varied realms of mathematics. You will leave Math 221 Linear Algebra or Wheaton with the fundamentals, heightened Math 236 Multivariable Calculus powers of analysis and logic and a firm grasp on One additional course at the 300 level the first stage of your career. A bachelor’s degree One additional course at the 200 or 300 level in mathematics is a key that unlocks hundreds of Statistics Minor different doors, ranging from law school to systems The minor consists of a minimum of five courses, analysis to a career in business to graduate study only one of which may be counted both for the minor in mathematics. and for the student’s major. Major Required courses The mathematics major consists of a minimum of Math 141 Introductory Statistics or 11 courses. Normally, the courses will be: Math 151 Accelerated Statistics and Math 101 Calculus I or Math 251 Methods of Data Analysis Math 102 Calculus I with Economic Applications Math 104 Calculus II Discipline-specific advanced course Math 211 Discrete Mathematics At least one 300-level course that incorporates statistical methods in a discipline-specific context. Math 221 Linear Algebra One course chosen from: Math 301 Real Analysis or Econ 330 Applied Econometrics Math 321 Abstract Algebra Math 342 Mathematical Statistics Math 401 Seminar Psy 340 Laboratory in Social Research Methods Five additional courses at the 200 or 300 level, Psy 343 Laboratory in Cognitive Psychology at least two of which are at the 300 level. Comp 115, “Robots, Games, and Problem Solving,” may Psy 345 Laboratory in Developmental Psychology be used to fulfill one of the additional 200-level Psy 348 Laboratory in Animal Communication and courses. Cognition The department recommends that at least five Chem 331 Analytical Chemistry I courses be completed by the end of the second Soc 302 Research Methods in Sociology year. For those students who place out of calculus, Mathematical foundation the major consists of a minimum of 10 courses. One course chosen from: Any additional course(s) needed to meet the mini- mum requirement will be determined in consulta- Comp 115 Robots, Games, and Problem Solving tion with the department. Math 101 Calculus I Students who are considering attending graduate Math 102 Calculus I with Economic Applications school in mathematics are strongly encouraged to Math 221 Linear Algebra take both Math 301 Real Analysis and Math 321 Math 241 Theory of Probability Abstract Algebra. Students who are education minors Elective and are student teaching during spring of the senior year can substitute an additional 300-level course for One additional course chosen from either of the two lists above, or an independent study (399) with the Senior Seminar with departmental approval. approval of the minor’s coordinator. Courses beyond Math 104 used to fulfill the major requirements may not be taken on a pass/fail basis. To major in mathematics, a student Mathematics 165

Courses 123. The Edge of Reason Consciousness has been memorably described as 101. Calculus I a flashlight trying to illuminate itself. (Perhaps art Calculus is the elegant language developed to is the human activity that best understands the model changes in nature and to formally discuss surrounding darkness?) The edge of reason is the notions of the infinite and the infinitesimal. The boundary between light and dark: the mathematics universe is perceived and understood by observing at the border between knowing and not-know- changes and the derivative is the premier intel- ing. In this course, we’ll use logic and reason to lectual tool for grasping and precisely describing grapple with ideas and concepts that are literally change. Topics include techniques of differentiation, beyond the reach of human imagination. The Edge the graphical relationship between a function and of Reason is for anyone interested in understand- its derivatives, and the Fundamental Theorem of ing the mental models our minds make. While Calculus. Applications may include carbon dating people who enjoy math are encouraged to take the archeological finds, modeling population growth course, the only prerequisites are an open mind, a and optimization. No previous experience with big mouth, and an inquiring spirit. The payoffs are calculus is assumed. keener analytical abilities, a new way of looking at (Madani Naidjate) reality, a penchant for expressing the inexpressible 102. Calculus I with Economic Applications and the ability to tolerate sleep deprivation. The mathematical content is very similar to that of An intertwined co-requisite is Eng 243 taught Math 101, but the natural connections between the by Michael Drout at the same time, on alternating techniques from Calculus I and microeconomics days. This is a yearlong course consisting of one are emphasized. For example, the derivative from class each semester. By taking both semesters, calculus is applied to the marginal analysis and students will attain the QA and AH designations optimization that are approached graphically in and also fulfill a two-course Connections require- microeconomics. ment. However, a student may enroll in only The (Janice Sklensky) Edge of Reason. Connections: Conx 20004 The Calculus of (Bill Goldbloom Bloch) Microeconomics Connections: Conx 20031 Science FACTion 104. Calculus II 127. Colorful Mathematics Taking the Fundamental Theorem of Calculus as a The mathematics behind coloring, drawing and starting point, Calculus II explores the solution of design will be investigated and the art of coloring, definite integrals, and their applications, by both drawing and design will aid in the study of other analytic and computational methods. These ideas math topics. Topics include: African unicursal trac- provide a gateway to improper integrals and the ings, coloring maps, coloring graphs, symmetry, careful study of infinite series. Additional topics in- border patterns and tessellations. clude techniques of integration, numeric integration, (Rochelle (Shelly) Leibowitz) volumes of revolution and Taylor series. Connections: Conx 20011 Communication through (Janice Sklensky, Harrison Straley) Art and Mathematics 122. Math in Art 133. Concepts of Mathematics This course investigates mathematics in the context Required of elementary education minors. of some of its myriad connections with the art and Mathematical topics that appear in everyday life, architecture of various cultures past and present. with emphasis on problem solving and logical Possible mathematical topics include systems of reasoning. Topics include ratios and proportion, proportion, the development of the Golden Ratio by alternate bases, number theory, geometry, graph the ancient Greeks and its connection to Fibonacci theory and probability. numbers, the geometry of perspective, classifying (Rochelle (Shelly) Leibowitz, Harrison Straley) different symmetries, non-Euclidean geometry and Connections: Conx 23015 Learning to Learn in the fourth dimension, tessellations, and fractals. Math and Science (Janice Sklensky) Connections: Conx 20025 The Math in Art and the 141. Introductory Statistics Art of Math Strongly recommended for social science students. This course aims to answer several profound questions: Given the impossibility of collecting complete data, how do we accurately answer 166 Mathematics questions about a large population of people, 212. Differential Equations industrial products or mechanical devices? How Since the time of Newton, some physical processes do we test interesting hypotheses which apply to a of the universe have been accurately modeled large group? On each space flight, the Challenger by differential equations. Recent advances in had a one in 15 chance of a failure of a critical mathematics and the invention of computers have part—how do we understand a statement such as allowed the extension of these ideas to complex this? The notions of confidence intervals, hypoth- and chaotic systems. This course uses qualitative, esis testing and probability provide a framework for analytic and numeric approaches to understand answering these and other questions. May not be the long-term behavior of the mathematical models counted toward the mathematics major. given by differential equations. (Bill Goldbloom Bloch, Rachelle C. DeCoste) 151. Accelerated Statistics Strongly recommended for science and graduate 216. Computational Molecular Biology school–bound social science students. This course Mathematical models and computer algorithms covers all the questions and tools of Math 141, plus played a role in sequencing the human genome and a deeper look at probability, tests of significance, continue to play a role as biologists deal with enor- regression and ANOVA. May not be counted toward mous amounts of data that need to be processed the mathematics major. and analyzed. This course deals with the theory (but (Michael Kahn) not computer programming) of the computational Connections: Conx 20063 Ecology: A Statistical techniques used in molecular biology. Approach, Conx 20044 Mathematics of Chemical (Rochelle (Shelly) Leibowitz) Analysis 217. Voting Theory 202. Cryptography This course examines the underlying mathematical We live in an ocean of information and secrets, sur- structures and symmetries of elections to explain rounded by codes and ciphers. Actions as prosaic why different voting procedures can give dramati- as making a call on a cellphone, logging onto a cally different outcomes even if no one changes computer, purchasing an item over the Internet, in- their vote. Other topics may include the Gibbard- serting an ATM card at the bank or using a satellite Satterthwaite Theorem concerning the manipulation dish for TV reception all involve the digitizing and of elections, Arrow’s Impossibility Theorem, mea- encrypting of information. Companies with propri- sures of voting power, the theory of apportionment, etary data and countries with classified information: and nonpolitical applications of consensus theory. all kinds of organizations need a way to encode and (Tommy Ratliff) decrypt their secrets to keep them hidden from pry- Connections: Conx 20002 Voting Theory, Math and ing eyes. This course will develop from scratch the Congress theoretical mathematics necessary to understand 221. Linear Algebra current sophisticated crypto-systems, such as the How might you draw a three-dimensional image government, industry and Internet standards: the on a two-dimensional screen and then “rotate” public-key RSA, the DE, and the Rijndael codes. it? What are the basic notions behind Google’s (Bill Goldbloom Bloch) original, stupefyingly efficient search engine? After Connections: Conx 20038 Top Secret measuring the interacting components of a nation’s 211. Discrete Mathematics economy, can one find an equilibrium? Starting with Combining the iron rules of logic with an artist’s a simple graph of two lines, and their equations, sensitivity is part of the aesthetics of a mathemati- we develop a theory for systems of linear equations cal proof. Discrete mathematics is the first course that answers questions like those posed here. This that asks students to create their own rigorous theory leads to the study of matrices, vectors, linear proofs of mathematical truths. Relations and func- transformations and geometric properties for all of tions, sets, Boolean algebra, combinatorics, graph the above. We learn what “perpendicular” means in theory and algorithms are the raw items used to high-dimensional spaces and what “stable” means develop this skill. when transforming one linear space into another. (Rochelle (Shelly) Leibowitz) Topics also include: matrix algebra, determinants, eigenspaces, orthogonal projections and a theory of Connections: Conx 20018 Communicating vector spaces. Information Connections: Conx 20045 Mathematical Tools for Chemistry Mathematics 167

236. Multivariable Calculus 321. Abstract Algebra This course is a continuation of the rich field of This course is an introduction to the study of ab- ideas touched upon in Calculus II and extends the stract algebra. We begin with sets, and operations ideas of the derivative, the integral and optimiza- on those sets, that satisfy just a few basic proper- tion to functions that depend on several variables. ties and deduce many more properties, creating Topics include vector-valued functions, multiple an impressive body of knowledge from just these integrals, alternate coordinate systems, the gradi- few initial ideas. We use this approach to focus on ent, vector calculus and Green’s Theorem. structures known as groups. Symmetry, permuta- Connections: Conx 20045 Mathematical Tools for tion groups, isomorphisms and homorphisms, Chemistry cosets and factor groups will be covered, as well as an introduction to rings, domains and fields. A 241. Theory of Probability secondary focus will be developing the student’s This course is an introduction to mathemati- ability to write rigorous and well-crafted proofs. cal models of random phenomena and process, (Janice Sklensky) including games of chance. Topics include combi- natorial analysis, elementary probability measures, 327. Graph Theory conditional probability, random variables, special A graph is a mathematical structure consisting of distributions, expectations, generating functions dots and lines. Graphs serve as mathematical mod- and limit theorems. els for many real-world applications: for example, (Michael Kahn) scheduling committee meetings, routing of campus tours and assigning students to dorm rooms. In this 251. Methods of Data Analysis course, we study both the theory and the utility of Second course in statistics for scientific, business graphs. Offered at the discretion of the department. and policy decision problems. Case studies are (Rochelle (Shelly) Leibowitz) used to examine methods for fitting and assess- ing models. Emphasis is on problem-solving, 331. Geometry interpretation, quantifying uncertainty, mathemati- A comparison of Euclidean and non-Euclidean cal principles and written statistical reports. Topics: geometries with an emphasis on understanding the ordinary, logistic, poisson regression, remedial underlying structures that explain these geom- methods, experimental design and resampling etries’ fundamental differences. At the instructor’s methods. discretion, the geometries of the Euclidean plane (Michael Kahn) and Euclidean manifolds will be compared with spherical and hyperbolic geometries. 285. Mathematical and Statistical Consulting (Tommy Ratliff) Teams of students explore current problems of in- terest acquired from area businesses and govern- 342. Mathematical Statistics ment agencies. The student groups construct and This course covers mathematical theory of funda- determine appropriate techniques for investigating mental statistical techniques and applications of the and solving clients’ problems. Each group meets theory. Topics: estimation and associated likelihood clients regularly to provide progress report. Results statements regarding parameters, hypothesis of investigations are delivered by way of scholarly testing theory and construction, ANOVA, regression, report and professional presentation to the spon- Bayesian and resampling methods for inference. soring organization. (Michael Kahn) (Michael Kahn, Tommy Ratliff) 351. Number Theory 301. Real Analysis Divisibility properties of the integers, prime and This course takes a rigorous approach to functions composite numbers, modular arithmetic, congru- of a single real variable to explore many of the ence equations, Diophantine equations, the distri- subtleties concerning continuous and differentiable bution of primes and discussion of some famous functions that are taken for granted in introductory unsolved problems. Offered at the discretion of the calculus. Much more than simply an advanced department. treatment of topics from calculus, this course uses (Rochelle (Shelly) Leibowitz) beautiful and deep results about topics such as the 361. Complex Analysis Cantor set, Fourier series, and continuous func- Complex numbers first arose naturally during the tions to motivate the rigorous approach. algorithmic process of finding roots of cubic polyno- (Bill Goldbloom Bloch, Tommy Ratliff) mials. Extending the ideas of calculus to complex 168 Mathematics numbers continues to bring forth beautiful ideas Required courses such as the Mandelbrot Set and powerful applica- Math 101 Calculus I or tions to quantum mechanics. This course will take Math 102 Calculus I with Economic Applications primarily the geometric perspective in understand- Math 104 Calculus II ing the many surprising and elegant theorems of complex analysis. Offered at the discretion of the Math 211 Discrete Mathematics department. Math 221 Linear Algebra (Bill Goldbloom Bloch, Rachelle C. DeCoste) Comp 115 Robots, Games, and Problem Solving 381. Combinatorics Comp 116 Data Structures A study of graph theory and general counting Comp 215 Algorithms methods such as combinations, permutations, Comp 220 Computer Organization and Assembly generating functions, recurrence relations, principle Language of inclusion-exclusion. Offered at the discretion of Five additional courses beyond the 100 level the department. Either three in math and two in computer science (Rochelle (Shelly) Leibowitz) or four in math and one in computer science, in- 399. Independent Study cluding a Senior Seminar (Math 401 or Comp 401) An individual or small-group study in mathematics and at least two courses at the 300 or 400 level. under the direction of an approved advisor. An indi- vidual or small group intensively studies a subfield of mathematics not normally taught. An indepen- dent study provides an opportunity to go beyond the Mathematics and usual undergraduate curriculum and deeply explore and engage an area of interest. Students are also Economics expected to assume a greater responsibility, in the Coordinators: John Alexander Gildea, Rochelle form of leading discussions and working examples. (Shelly) Leibowitz 401. Seminar Faculty: Bloch, Freeman, Kahn, Miller, Ratliff, A seminar featuring historical and/or contemporary Walgreen topics in mathematics. Roundtable discussions, student-led presentations and writing are featured. The interdepartmental major in mathematics and economics provides an opportunity for students interested in both economic and mathematical analysis to use certain mathematical concepts Mathematics and and techniques in understanding and analyzing economic problems, processes and policies. A stu- Computer Science dent with this combination of disciplines would be Chair: Michael B. Gousie prepared for graduate study at institutions stressing Faculty: Bloch, DeCoste, Kahn, LeBlanc, Leibowitz, mathematical economics. Courses beyond Math Michaud, Ratliff, Sklensky 104 and Econ 102 used to fulfill the major require- ments may not be taken on a pass/fail basis. The mathematics and computer science major Major brings together aspects of theoretical and applied The major consists of a minimum of 14 courses: work that reinforce each other well. The major seven Economics courses and seven Mathematics provides sound undergraduate preparation for a courses. world of work that increasingly involves computer use. The major also provides excellent preparation Economics for graduate study in computer science or applied Econ 101 Introduction to Macroeconomics mathematics, as well as in quantitatively oriented Econ 102 Introduction to Microeconomics programs in management or public policy. Econ 201 Macroeconomic Theory Major Econ 202 Microeconomic Theory The major consists of a minimum of 13 courses. Econ 330 Applied Econometrics Courses beyond the 100 level used to fulfill the major Econ 336 Mathematical Economics requirements may not be taken on a pass/fail basis. Econ 402 Seminar: Current Economic Issues Music 169

Mathematics Musc 214 Music Theory III: Form and Analysis Math 101 Calculus I or another theory course at or above the 200 level Math 104 Calculus II Musc 209 Western Music I: Medieval, Renaissance, Math 141 Introductory Statistics or Baroque Math 151 Accelerated Statistics or Musc 210 Western Music II: Classical, Romantic, Math 211 Discrete Mathematics or Modern Math 221 Linear Algebra Musc 211 World Music: Eurasia One course at the 300 or 400 level. or Musc 212 World Music: Africa and the Americas Two additional courses at the 200 or 300 level. Two additional 200-level courses, other than the required history or theory courses. Two 300-level courses. Musc 402 Senior Conference Music One year of credit performance study and .5 credit See also courses in Music Performance. (one year) of ensemble performance. Students who place out of Musc 114 or Musc Chair: Matthew Allen 115 through proficiency tests must still take three Faculty: Amper, Britto, Cashen, der Hohannesian theory courses. No course taken pass/fail can Falls-Keohane, Hann, Harbold, Irkaeva, satisfy a major requirement. MacPherson, Madkour, McNamara, Mouradjian, Raney, Ringwald, Romanul, Searles, Sears, Urban Minors There are five minor concentrations in music, each The Music Department offers a variety of ap- involving five semester courses. proaches to the study of music. Studies in both Western European music and ethnomusicology Music history provide in-depth learning for the major through Musc 114, Musc 115, Musc 209, Musc 210 and courses in listening, performance, music literature one course at the 300 level. and history, music criticism, composition and Music theory and composition theory. Electives enable majors to pursue advanced Musc 114, Musc 115, Musc 214, Musc 307 and study in areas of personal interest. Many traditional Musc 308. and interdisciplinary courses are open to majors American music and nonmajors alike. Individual performance instruction is available Musc 114, Musc 115, two courses from Musc 220, Musc 262, Musc 272 and Musc 273 and either for credit or on a noncredit basis in piano, Musc 292, and one course in American music at harpsichord, organ and voice; most of the standard the 300 level. orchestral instruments (violin, viola, cello, bass, flute, oboe, clarinet, bassoon, trumpet, trombone, Ethnomusicology tuba); and jazz (guitar, jazz piano and saxophone). Musc 113 or Musc 114, Anth 102, Musc 211 or Students may participate in a variety of faculty- Musc 212, one course from Musc 220, Musc 221, directed ensembles, including Chorale, Chamber Musc 262, Musc 272, Musc 273, Musc 282, Musc Singers, Chamber Orchestra, Jazz Band, Wind 292, and one course in ethnomusicology at the Symphony and World Music Ensemble for credit or 300 level. noncredit. Music performance Major Musc 114, Musc 115, Musc 214, another music These requirements apply to music majors who course at or above the 200 level, at least one year declare their music major in the 2003–2004 of a double credit performance course (two years academic year and beyond. are strongly recommended) and a required half recital. The major in music consists of 11.5 semester For a definition of “double credit” see Courses courses: in Performance. Performance areas are designated Musc 114 Music Theory I: Fundamentals of on the transcript, e.g., “minor in music perfor- Harmonic Practice mance (voice).” Musc 115 Music Theory II: Tonal Harmony 170 Music

Courses in history and theory 211. World Music: Eurasia 100. Introduction to Music An ethnomusicological study of music and other For students with little or no experience, learning to expressive arts within human culture. Focus on understand the elements, structure and emotional classical, folk and popular musics from a variety of expressiveness of music through attentive listening traditions including Bulgaria, India, Indonesia and to performances from many cultures and historical Ireland. This course seeks to develop critical skills, periods. Considerable lecture demonstration. theoretical understanding, and appreciation for the (Earl Raney) musical diversity that surrounds us. (Julie Searles) 107. The Physics of Music and Sound Connections: Conx 20023 Global Music See Phys 107. Connections: Conx 20043 Music: The Medium and 212. World Music: Africa and the Americas the Message An ethnomusicological study of music and other expressive arts within human culture. Focus on mu- 113. Introduction to Music Theory sical traditions and aesthetics of the African conti- Designed for non-music majors or students with nent, including Ewe, Dagbamba, Mande and Shona little music theory background who wish to gain peoples, vocal traditions of South African and Arab experience with the fundamental concepts of mu- music traditions found in Egypt. The Americas are sic notation, scale forms, intervals, triads, seventh represented through the diverse musical offerings chords and rhythmic structures. Includes individual of Brazil and Native American music cultures found computer-assisted instruction. here in the United States. (Ahmed Madkour, Guy Urban) (Julie Searles) 114. Music Theory I: Fundamentals of Harmonic Connections: Conx 20023 Global Music, Conx Practice 23001 African Worlds Music notation, scale forms, intervals, triads, seventh chords, rhythmic structures, part-writing. 214. Music Theory III: Form and Analysis Requires some background in music notation and Approaches to analyzing compositional forms, basic music theory, determined by placement test phrase structure and more advanced harmonic offered online and during the first class meet- progressions in music of the 18th- and 19th-cen- ing. Students who have not studied music before tury Western repertoire. should register for Musc 113, Introduction to Music (Guy Urban, Ahmed Madkour) Theory. 220. Music in Latin American Culture (Guy Urban, Jeffrey Cashen) Study of Latin American and Latino/a music Connections: Conx 20043 Music: The Medium and cultures and the syncretization of European, the Message African and indigenous influences in the United States, Caribbean, Central and South America. 115. Music Theory II: Tonal Harmony Topics covered include indigenous/native, mestizo Four-part diatonic progressions and voice leading, and African-based musical forms; samba, salsa, simple modulation, analysis of works and excerpts merengue and other dance musics; and the Nueva from 18th- and 19th-century Western repertoire. Cancion (“New Song”) movement. One 30-minute lab per week in addition to regular (Matthew Allen) class meetings. Prerequisite Music 114 or permis- sion of the instructor. Connections: Conx 23003 Modern Latin America (Ahmed Madkour, Guy Urban) 221. Music and Dance of South Asia A study of the inseparable worlds of music and 209. Western Music I: Medieval, Renaissance, Baroque dance on the South Asian subcontinent (India, The study of representative compositions in their Pakistan, Nepal and other countries), traversing a historical settings. Lecture, listening, discussion. stylistic spectrum from popular and folk to high-art (William MacPherson) classical genres and a range of performance set- tings encompassing ritual, festival, musical theatre, 210. Western Music II: Classical, Romantic, concert hall and cinema. An ethnomusicological Modern approach places the arts within social, political, The study of representative compositions in their historical and religious contexts. historical settings. Lecture, listening, discussion. (Matthew Allen) (William MacPherson) Connections: Conx 20032 Cultural Flows in South Asia Music 171

242. Conducting 292. Broadway Bound: American Musical Theatre Develops a repertoire of skills necessary for leading A survey of American musical theatre, focusing effective rehearsals and intelligent performances. on three areas: the African American experience Emphasis on learning efficient conducting tech- (through shows such as The Green Pastures, Cabin niques that will work with singers and instrumental- in the Sky, Show Boat, Carmen Jones, Porgy and ists. Other topics include rehearsal technique, score Bess and The Wiz); Western views of Asia (Madama reading, performance-related music analysis and Butterfly, South Pacific and The King and I); and ear training. Labs with singers and instrumentalists. romantic treatments of American history (The Girl of (Tim Harbold, Earl Raney) the Golden West, 1776 and Oklahoma!). Emphasis on film viewing and discussion. 262. Vernacular Dance in America (Ann Sears) The study of American vernacular dance as an indicator of significant historical, social and artistic 298. Experimental Course: Electronic and trends, contextualizing dance in the contemporary Computer Music I cultural climate that both shaped and reflected Designed for both music and non-music majors. the influence of dance as an expressive form. Introduction to the use of computers in music Consideration of relevant theoretical works from the creation: overview of MIDI messages and protocol, fields of dance ethnography, ethnomusicology and sequencing, sound synthesis, audio recording and culture studies, and experience with the dances mixing. The course has two major parts: history themselves through lecture demonstrations. and theory; and studio/music creation. Prerequisite (Julie Searles) Musc 113 or Musc 114. (Ahmed Madkour) 272. African American Originals I: Spirituals, Blues and All That Jazz 298. Experimental Course: German Lyrical Poetry African American music from early spirituals to and the Tradition of the Art Song bebop and the historical and social context in which The tension between language and music will the music was created. A balance of lecture, listen- be explored in terms of various theories of and ing and discussion. Considerable use of film. programs for setting words to music. The interpre- (Ann Sears) tive qualities of recitation, setting and performance Connections: Conx 23007 African Diaspora in New will be studied and whenever possible, rehearsed. World, Conx 23010 Black Aesthetics Selected works of Schubert, Schumann, Brahms, Wolf and Mahler will be examined as well as the 273. African American Originals II: Rhythm and poets Goethe, Eichendorff, Heine and Mörike. Blues, Rock and Contemporary Jazz This course will be cross-listed in the German African American music from rhythm and blues Department. to rock and roll, from Latin-influenced Cubop and (Reinhard Mayer, Ann Sears) Brazilian Bossa Nova to contemporary jazz. Study of the influence of African-based musical aesthetics 302. ‘The Modern Composer Refuses to Die!’: and traditions in the United States since 1945. Music in the 20th Century A balance of lecture, listening and discussion. Composer Edgard Varèse’s rallying cry reflects the Considerable use of film. rebellious spirit of composers who emerged from (Matthew Allen) the decaying European classical and romantic music tradition of the 19th century striving to cre- Connections: Conx 20034 The Historical Context ate new musical languages and ideals. The course of Contemporary American Culture, Conx 23007 will survey the important composers of the 20th African Diaspora in New World, Conx 23010 Black century, their music and their interactions with the Aesthetics other arts, in the context of the cultural and political 282. Music and Worship in World Cultures upheavals of that period. Study of music and dance in religious and spiritual (Guy Urban) practice in Europe, Asia, Africa and the Americas. 307. Composition We will explore the dialectics between: sacred The development of technical facility in music and secular, virtuosity and devotion, and religious composition through individual study and group belief and sociopolitical forces, in Islam, Judaism, discussion and analysis. Christianity, Hinduism, Buddhism and indigenous (Ahmed Madkour) African and Native American spirituality. (Matthew Allen, Julie Searles) 172 Music

308. Analytical Survey of Western Music marginalized influences, and how people use dance Discovering the interactions of time, space, lan- to embody, define, reinforce and empower personal guage, timbre and form as they occur in Western and shared identity. European music from the Middle Ages to the 21st (Julie Searles) century. 398. Experimental Course: Arts Administration (Ahmed Madkour, Guy Urban) Students will explore the organization and adminis- 309. Music Nationalism and Identity trative workings of performing arts groups, including This course examines the crucial role played by symphony orchestras, choral ensembles, chamber music in the construction of individual, com- music ensembles, folk, jazz and rock bands, among munity and national identity in the 19th and 20th others. Lectures, individual readings and guest centuries. Through the lens of art, folk and popular presentations will focus primarily on the non-profit music traditions, we will study music “revivals”; arts organization in the areas of publicity, marketing, the role played by music in nationalist movements fundraising, board relations and programming, as in Europe, the Americas and Asia; and the culture well as managing a concert series or festival, the clashes that occur when musical systems encounter recording industry, community music schools, the each other. touring artist and educational residencies. Outside (Matthew Allen) presenters from various area arts organizations will share insight into outreach and programming 312. American Musical Traditions to 1945 This class will survey the cultivated and vernacular opportunities/challenges created by race, gender traditions of American music, both sacred and and ethnicity in the current sociopolitical climate. secular, from the Yankee tunesmiths and immigrant Students will interact with local arts organizations musics of the colonial period to jazz and musical and concentrate on a specific genre for their final theatre at the end of World War II. Considerable projects. independent listening, viewing and writing. (Earl Raney) (Ann Sears) 398. Experimental Course: Music of Ireland (Matthew Allen) 332. Teaching Music in the United States Introduction to important philosophies in music 398. Experimental Course: Guitar in World Culture education, teaching styles, learning strategies and (Matthew Allen) curriculum design. Includes teaching practicum at 399. Selected Topics the Elisabeth W. Amen Nursery School. May be offered from time to time to allow students (Ann Sears) to study a particular topic not included or not em- 398. Experimental Course: Electronic and phasized in regular courses. Computer Music II Designed for both music and non-music majors. 402. Senior Conference Introduction to the use of computers in music cre- A course designed to culminate work done in the ation: fundamentals of digital audio, sound-process- music major. Topics, format and instructor(s) will ing techniques, sampling and real-time computer vary, but the course will include weekly seminars music. The course has two major parts: history and the writing, presentation and discussion of a and theory and studio/music creation. Prerequisite substantive paper. Electronic and Computer Music I. (Guy Urban, William MacPherson) (Ahmed Madkour) 500. Individual Research Offered to selected majors at the invitation of the 398. Experimental Course: Politics of Movement This class explores dynamic issues such as race, department. Students interested in such a program, gender, class, sexuality and spirituality, framed which is normally carried out by candidates for through revolving case studies of world dance departmental honors, should contact the department traditions. We will consider the impact of colonialism chair during the junior year or at the very beginning on expressive forms and how controversies emerge of the fall semester of the senior year. through transformative shifts in ownership. We will look at how definitive dance styles material- ize through negotiation and the appropriation of Music Performance 173

Usual credit: Credit for instrument or voice is Music Performance given for two consecutive semesters of study See also courses in Music History and Theory. counting as one semester course for the year. Each Chair: Ann Sears semester there are 12 private 60-minute lessons or Faculty: Allen, Amper, Britto, Cashen, der the equivalent; six hours of preparation are required Hohannesian, Falls-Keohane, Hann, Harbold, weekly. Credit students must pay a private lesson Irkaeva, MacPherson, Madkour, McNamara, tuition fee of $450 per semester; however, there Mouradjian, Raney, Ringwald, Romanul, Searles, is no fee for declared music majors. Students may Urban declare majors as early as the second semester of Courses in ensemble and individual performance their first college year. are offered to enhance a student’s musical Double credit: Students entering at the 300 or understanding, technical excellence and artistic 400 levels may request academic credit equal to expression at a particular level of advancement. a semester course per semester of lessons. This Students may participate in a variety of faculty- program calls for twelve 60-minute lessons per directed ensembles, and individual performance semester; 12 hours of weekly preparation are instruction is available either for credit or on a required, as well as half of a public solo recital for noncredit basis. All performance courses fulfill each year of enrollment in the program. Acceptance creative arts curriculum requirements. into this program is determined by special audition. Credit students must pay a private lesson tuition fee Ensemble performance courses of $450 per semester; however, there is no fee for Students may participate in any of five faculty-di- declared music majors. rected ensembles with or without academic credit: Instrumental or voice lessons without academic Chorale, Chamber Orchestra, Jazz Band, Wind credit are offered at any level of ability. A fee of Symphony and World Music Ensemble. Criteria $300 is charged for twelve 30-minute lessons each for credit are available from the director of the semester or $450 for twelve 45-minute lessons or ensemble or the director of performance. Ensemble $600 for twelve 60-minute lessons. This fee is non- participation is also open on an audit or a pass/ refundable after the end of the registration period. grade/fail basis. If taken for credit, ensembles award Specific requirements for all credit performance 1/4 credit per semester: however, two semesters courses may be obtained from the instructor of the of participation are required, resulting in 1/2 credit course or the director of performance. Auditions for the year. Membership in some ensembles is for performance courses are held early in the by audition (see descriptions below), but there are first semester and by appointment for the second no pre- or corequisites. A student may count a semester. maximum total of two ensemble credits (four years Practice pianos, harpsichords and organ may of participation) toward the 32 credits required for be used without extra fee. Students must assume graduation. the cost of credit or noncredit lessons taken off Individual performance courses campus. Instrumental or voice lessons may be taken with or Major without academic credit. See the major in music. To qualify for performance study with academic Minor credit, a student must pass an audition (see indi- vidual course description for audition requirements) See the minor concentration in music performance. and enroll in Musc 114 and Musc 115 during the Courses in Performance first year of study and in one semester course at or above the 200 level during the second year of study. 010. Wheaton College Chorale Students may repeat any level of study for academic The Wheaton Chorale is open to all students by audition. The chorale rehearses three hours weekly, credit and accumulate up to four credits at one performing two to three times each semester. level. Students who wish to progress to the next Repertoire consists of music from various traditions, level of study and are committed to more advanced including major works, standard Western-practice repertoire and more intensive practice will request choral literature, folk musics of the world, jazz, promotion at the end-of-semester jury and must gospel and more. have the approval of the instructor. (Tim Harbold) 174 Music Performance

015. Wheaton Chamber Orchestra 110. Flute (Seta der Hohannesian) The chamber orchestra is open to all Wheaton students who play orchestral string instruments. 130. Violin (Sheila Falls-Keohane) The orchestra rehearses weekly and presents sev- 131. Viola eral concerts each year, both on and off campus. 132. Cello (Ronald A. Crutcher, Zarina Irkaeva) Repertoire includes music from the Renaissance through the 20th century and often involves col- 134. Classic Guitar laboration with other campus ensembles. 140. Voice (Joanne Mouradjian) (Earl Raney) 020. Southeastern Massachusetts Wind Symphony 150. Piano (Leslie Amper, Lisa Romanul, William The wind symphony is open to all Wheaton MacPherson, Ann Sears, Guy Urban) students who play woodwind, brass or percussion 151. Organ (William MacPherson) instruments. The ensemble rehearses weekly and presents several concerts each year, both on and 152. Harpsichord (William MacPherson) off campus. Repertoire includes standard wind 210. Flute (Seta der Hohannesian) ensemble and concert band literature from the Renaissance through the 20th century. 230. Violin (Sheila Falls-Keohane) (Earl Raney) 231. Viola 025. Wheaton Jazz Band 232. Cello (Ronald A. Crutcher, Zarina Irkaeva) The jazz band is open by audition to Wheaton brass and woodwind players, guitarists, bass play- 234. Classic Guitar ers, keyboardists, percussionists, drummers and 240. Voice (Joanne Mouradjian) vocalists. Other instruments may be incorporated with permission of the instructor. Repertoire covers 250. Piano (Leslie Amper, Lisa Romanul, William a wide range of styles, including swing, bebop, pro- MacPherson, Ann Sears, Guy Urban) gressive and fusion jazz. The ensemble rehearses 251. Organ (William MacPherson) weekly, presenting several performances each year. (Rick Britto) 252. Harpsichord (William MacPherson)

030. World Music Ensemble 310. Flute (Seta der Hohannesian) The World Music Ensemble performs music from a variety of world traditions, including Brazilian, Irish 330. Violin (Sheila Falls-Keohane) and South Indian music. Open to all singers and 331. Viola instrumentalists regardless of background, the en- semble is a workshop for both learning repertoire 332. Cello (Ronald A. Crutcher, Zarina Irkaeva) and for learning how music is taught in different 334. Classic Guitar cultural settings. We rehearse weekly and give a public performance at the end of the semester. 340. Voice (Joanne Mouradjian) (Sheila Falls-Keohane) 350. Piano (Leslie Amper, Lisa Romanul, William 040. Beginning Class in Voice MacPherson, Ann Sears, Guy Urban) Group lessons meeting for one hour once a week. 351. Organ (William MacPherson) Students will study folk song, art song and musical theatre repertoire and develop technique through 352. Harpsichord (William MacPherson) specific vocal exercises. Students will sing in 410. Flute (Seta der Hohannesian) unison and individually. Class size is limited to four to six students and the students will share the fee 430. Violin (Sheila Falls-Keohane) for one-hour, noncredit lessons. 431. Viola 050. Piano Lessons 432. Cello (Ronald A. Crutcher, Zarina Irkaeva) For declared or prospective music majors who need to fulfill the performance requirement (see 434. Classic Guitar major requirements) and who do not have the 440. Voice (Joanne Mouradjian) background to qualify for Musp 150. May be taught as a group lesson. 450. Piano (Leslie Amper, Lisa Romanul, William MacPherson, Ann Sears, Guy Urban) Philosophy 175

451. Organ (William MacPherson) Guidelines have been established for interde- partmental major programs combining philosophy 452. Harpsichord (William MacPherson) with religion, political science or history. Other Instruments Minor Qualified students may pursue credit or noncredit study of any instrument not listed above with off- The minor consists of five philosophy courses, campus teachers approved by the department. including one at the 300 level and one from each However, this study, whether for credit or not, is paid of the following special areas: value theory (Phil for by the students, who must also provide their own 236,Phil 265, Phil 311, or Phil 321) and metaphys- transportation. ics (Phil 224, Phil 245, or Phil 325) Only one course at the 100 level, other than logic, may count. The department also participates in the minor programs in environmental studies, legal studies, public policy, Philosophy psychology and women’s studies. Chair: Stephen Mathis Courses Faculty: Celada, Kendrick, Partridge Introductory courses The Philosophy Department offers a broad range of 101. Introduction to Philosophy courses in traditional areas of philosophical inquiry. An examination of fundamental problems of philoso- In addition, the department provides several courses phy. Topics will vary and may include faith and of interest to students with specific career goals, reason, appearance and reality, the relation of mind and body, human nature, nihilism and morality. This such as law, medicine and business. course does not assume previous study of philoso- Major phy or intent to specialize. The major consists of 10 semester courses. 111. Ethics Required courses An introduction to moral reasoning through the Phil 125 Logic study of ethical theories and their application to Phil 203 Ancient Philosophy practical problems such as capital punishment, Phil 207 Modern Philosophy: Descartes to Kant world hunger, animal rights and the environment. Special attention to developing and defending one’s Phil 401 Advanced Seminar in Philosophy (in the own moral positions. Readings from traditional and senior year) contemporary sources. Special areas Connections: Conx 20015 Genes in Context At least one course is required from each of two special areas: 121. Individual and Society An introduction to social and political philosophy, Value theory with special emphasis on the individual’s role in Phil 236 Aesthetics various approaches to the proper constitution of the Phil 265 Philosophy of Law state. Emphasis will be placed on developing and Phil 311 Ethical Theory defending one’s own positions on both theoretical Phil 321 Contemporary Social and Political and practical issues. Readings from traditional and Philosophy contemporary sources. (Stephen Mathis) Metaphysics and Epistemology Phil 224 Minds and Machines 125. Logic An introduction to categorical, propositional and Phil 245 Philosophy of Science predicate logic with particular emphasis on methods Phil 325 Metaphysics of discovering and proving the validity of arguments. At least two courses (in addition to Phil 401) are Designed to improve students’ ability to reason required at the 300 level or above. Not more than clearly and precisely. Analysis of logical equivalence, two courses at the 100 level, other than logic, may soundness and the relation of truth to validity. count toward the major. Students may be invited by (Nancy Kendrick) the department to become honors candidates or to Connections: Conx 20003 Logic and Digital Circuits, elect other independent work. Conx 20016 Logic and Programming 176 Physics

Intermediate courses 241. Bio-Ethics 203. Ancient Philosophy A consideration of ethical issues raised by biotech- An introduction to the thought of Plato and Aristotle: nologies. Possible topics include: laboratory-assisted knowledge and truth, the nature of reality, the good reproduction and human cloning, enhancement of life and the good society. Attention also to Socrates human traits, designing future children and stem cell and the pre-Socratic philosophers. research. (John Partridge) (M. Teresa Celada) Connections: Conx 20039 Ideas of Antiquity 242. Medical Ethics A consideration of current ethical controversies in 207. Modern Philosophy: Descartes to Kant medicine. Topics will be drawn from life and death The foundations of theory of knowledge and meta- issues, resource allocation, experimentation with physics through the writings of Descartes, Leibniz, human subjects and ethical issues in the practice of Spinoza, Locke, Berkeley, Hume and Kant. Attention health care. to the ways in which these thinkers anticipate vari- (M. Teresa Celada) ous issues in contemporary thought. (Nancy Kendrick) 245. Philosophy of Science An examination of modern views about the nature 208. American Philosophy of science. One emphasis is on epistemological America’s contribution to philosophical thought, issues: scientific knowledge and its distinctiveness, focusing on the classical pragmatists Charles observational evidence and theory construction, and Pierce, William James and John Dewey and their scientific method. A second emphasis concerns is- influence on contemporary issues of gender, race sues about science, values and democratic society. and religion. Emphasis on epistemological and (M. Teresa Celada) metaphysical concepts, such as belief, truth, the nature of knowledge and justification. 255. Feminism, Philosophy and the Law (Nancy Kendrick) An examination of issues in law and philosophy posed by feminist theory, including how society 224. Minds and Machines views women and their roles, and how that view Can a computer think? What is the nature of affects the legal and societal status of women. thought? How does technology affect our concep- (Stephen Mathis) tion of ourselves? This introductory course explores issues in the philosophy of mind. 260. How Judges Reason (Nancy Kendrick) A consideration of fundamental issues in the conception and practice of law in the United States. 225. Philosophy of Religion Emphasis on the analysis of forms of legal reason- See Rel 225. ing; designed to provide students with a basic 233. Philosophy and Literature understanding of the judicial process. Plato began the ancient quarrel between poetry (Stephen Mathis) and philosophy; this course seeks rapprochement. Philosophical examination of the relationship among 265. Philosophy of Law A survey of key issues in legal philosophy and legal readers, writers and literary texts, illuminating the theory, such as the nature of law, the role of the ethi- nature of the mind and imagination, the domain cal in the law and punishment theory. Materials will of ethics and the task of moral philosophy. Topics draw on the social sciences as well as philosophy to include existentialism, the paradox of fiction and develop a framework for study of legal institutions ethical criticism. across cultures. (John Partridge) (Stephen Mathis) 236. Aesthetics The branch of philosophy that concerns itself with Advanced courses beauty and art. Examines the main historical and 311. Ethical Theory contemporary theories of art and the aesthetic An in-depth examination of theories in norma- experience. Special emphasis on the nature of tive ethics and meta-ethics. Topics drawn from aesthetic value, the limits of aesthetic theory and consequentialist and non-consequentialist theories, the contributions of aesthetic inquiry to other moral prohibitions, moral rights, autonomy, natural- philosophical fields. ism, cognitivism and non-cognitivism and practical (John Partridge) reason. Connections: Conx 20009 Performing into Theory (M. Teresa Celada) Physics 177

321. Contemporary Social and Political Philosophy or for a summer. Each student is required to write a A critical examination of recent theories of a report and give an oral presentation on the project. just society, including the work of Nozick, Rawls, Major in physics Habermas, Young and Benhabib. Offered in alter- The major in physics consists of a minimum of 10 nate years. (Stephen Mathis) semester physics courses, as outlined below, cho- sen in consultation with members of the depart- 325. Metaphysics ment so as to form a coherent program in support An investigation of philosophical problems involving of the student’s interests and goals. space and time, causation, agency, contingency and necessity, and the distinction between mind and Required courses matter. Physics (Nancy Kendrick) Phys 170 OR Phys 180 Introductory Physics I 329. Nineteenth-Century Continental Philosophy (Enhanced) Critical examination of post-Kantian idealism and Phys 171 OR Phys 181 Introductory Physics II the materialist turn in the context of the German (Enhanced) Enlightenment. Intensive study of some of the fol- Phys 225 Modern Physics lowing thinkers: Kant, Hegel, Fichte, Schopenhauer, Marx, Feuerbach, Kierkegaard and Nietzsche. Phys 298 Modern Physics II (John Partridge) Phys 350 Experimental Physics 388. Tutorial At least three of the following four core courses. The student will do all the work required for any Students planning to attend graduate school in 200-level course not already taken, plus additional physics or astronomy should take all four of the independent work to be arranged in advance with courses below. the instructor. Phys 310 Statistical and Thermal Physics 401. Advanced Seminar in Philosophy Phys 311 Classical Mechanics Topics will vary from year to year, according to the Phys 314 Electric and Magnetic Fields interests of students and members of the depart- Phys 370 Quantum Mechanics ment. Required of majors and minors in their senior Two or more of the following courses: year, encouraged for junior majors and minors. Phys 110 Electronic Circuits 500. Individual Research Phys 226 Optics Phys 227 Remote Sensing Ast 302 Astrophysics Phys 360 Geophysics Physics Phys 398 Mathematical Physics Chair: John Michael Collins Phys 398 Computational Physics Faculty: Barker, Chen, G. Collins, Goodman Phys 398 Electric and Magnetic Fields II The Wheaton Physics/Astronomy Department Mathematics requirement provides students with an outstanding individualized Math 236 Multivariable Calculus curriculum that challenges them to become involved Recommended courses outside the department in every stage of the experimental process, from the Math 221 (Linear Algebra) and Math 212 design of the experiment through the interpretation (Differential Equations) are highly recommended for of data. The mark of a Wheaton physics education is students planning on pursuing graduate school in to complement rigorous course work with substan- physics, astronomy, engineering or related fields. tive experiences that call for students at all levels to We also recommend that students take a course confront uncertainty in an experiment, and to make in computer programming, such as Comp 115. rational and informed decisions as to how to probe Major in Astronomy and Physics nature’s ways. This interdisciplinary major, requiring at least 10 Capstone Experience courses, provides an opportunity for students to All majors in their junior or senior year are required pursue their interest in astronomy at a deeper level to participate in a research project for one semester than is possible through the minor in astronomy 178 Physics by taking courses in physics that provide ad- recording and reproduction, and human perception ditional perspective on the fundamental principles of sound. Includes lecture demonstration. underlying astronomical research. This major is not (John Michael Collins) recommended for students planning to do graduate Connections: Conx 20043 Music: The Medium and work in astronomy; such students should major in the Message physics. 110. Electronic Circuits Required courses A laboratory-oriented introduction to modern electronics, which progresses from simple circuits Ast 130 The Universe using discrete solid-state components to those Ast 140 The Solar System using integrated circuits common to computers and Ast 202 Frontiers of Astronomy control devices. Students will gain insight into the Ast 250 Ancient Astronomies way computers work and learn how to use micro- Ast 302 Astrophysics computers to control simple devices. No previous Ast 305 Observational Astronomy work in physics or electronics is required. (Xuesheng Chen) Phys 170 Introductory Physics I Connections: Conx 20003 Logic and Digital Circuits, and/or Phys 171 Introductory Physics II Conx 20022 Computer Architecture Phys 225 Modern Physics Phys 350 Experimental Physics 130. The Universe Properties of stars and how they are born and die; and an additional 300-level course or Phys 399 black holes, galaxies, quasars and the origin and Selected Topics evolution of the universe. Weekly two-hour laborato- Physics and Engineering—Dual Degree ries retrace the steps involved in measuring the age Students who are interested in using physics as and size of the universe, with enrichment laborato- a base to pursue an engineering career should ries in astronomical photography and observing. consider participating in a Wheaton dual-degree (Timothy Barker) program in engineering. This program allows Connections: Conx 20059 Quantum Theories: students completing three years at Wheaton and Contemporary American Fiction, Modern Physics two or more additional years at another institution to and the Universe earn a bachelor of arts degree from Wheaton and a 140. The Solar System bachelor’s degree in engineering. The processes that shape the surfaces and atmo- Departmental honors spheres of planets and satellites and how the plan- ets have evolved in different directions. Students Departmental honors will be awarded to students will learn how planetary data are gathered and how who successfully complete the Senior Honors to interpret those data and will design a mission to Thesis and have an average of B+ or better in the address one of the many remaining mysteries of the major and an average of B or better overall. solar system. Minor in Physics (Geoffrey Collins, Timothy Barker) The minor in physics consists of a minimum of five 160. Geology courses, including Phys 225 and Phys 350, chosen The origin, evolution and behavior of the Earth, the in consultation with members of the department. processes that shape the Earth today and inves- Minor in Astronomy tigation of the geologic record to see how these The minor in astronomy consists of Ast 130, Ast processes have operated in the past. Topics include 140, Ast 202, Ast 250 and Ast 302 or Ast 305. earthquakes, volcanoes, erosion, rocks and miner- als, the interior of the Earth, Earth history and plate Courses tectonics. Laboratories and field trips to investigate 107. The Physics of Music and Sound local geology are included. For students of music and others. What sound is, (Geoffrey Collins) how sounds combine, the distinctions between Connections: Conx 20030 Politics and Global Change musical and nonmusical sound, the characteristics 170. Introductory Physics I of sounds produced by different instruments, sound The principles of Newtonian mechanics as applied to solids, liquids and gases. Introduction to heat and thermodynamics. Recommended for students Physics 179 in science, mathematics and engineering dual- fiber optics, holography and a variety of modern degree programs. No previous work in physics is optical materials. The course includes a significant assumed. Three hours lecture, three hours labora- amount of laboratory work outside of class. tory per week. (John Michael Collins) (John Michael Collins) 227. Remote Sensing 171. Introductory Physics II A great deal can be learned about the Earth by The fundamentals of electric and magnetic studying the different wavelengths of light reflected phenomena including circuit theory. The theory of or emitted from its surface. Students will learn the oscillations and waves. Introduction to geometrical theory, collection and interpretation of remotely and physical optics. Recommended for students in sensed data from aircraft and satellites, through science, mathematics and engineering dual-de- hands-on projects related to geology, ecology, hu- gree programs. Three hours lecture, three hours man land use and environmental monitoring. laboratory per week. (Geoffrey Collins) (John Michael Collins) 250. Ancient Astronomies 180. Introductory Physics I (Enhanced) We will study coordinate systems, celestial naviga- An enhanced version of Phys 170, offering tion, eclipses, and the motions of the sun, moon, students an opportunity to work at a faster pace and planets. We will then use this knowledge to and/or with more advanced materials. Typically view the skies through ancient eyes, especially these courses award an additional half credit for those of Islamic and Maya astronomers, and gain the extra work and time required of them. insight into these cultures and their shared passion (John Michael Collins) for astronomy. (Timothy Barker) 181. Introductory Physics II (Enhanced) An enhanced version of Phys 171, offering 298. Experimental Course: Modern Physics II students an opportunity to work at a faster pace Applications of quantum mechanics to atomic and and/or with more advanced materials. Typically molecular systems. Topics include the hydrogen these courses award an additional half credit for atom, the fine and hyperfine interactions, spin, the extra work and time required of them. and angular momentum. Many-electron atoms, (John Michael Collins) simple molecules, bonding, and rotational and vibrational motions are also discussed. Throughout 202. Frontiers of Astronomy Students will write on topics of their own choosing the course, basic concepts of quantum mechanics in modern astronomy, such as neutron stars, are stressed, such as wavefunctions, energy levels, black holes, quasars, active galaxies, the Redshift quantum states and quantum numbers. Controversy, the big bang and the fate of the (John Michael Collins) universe. Prerequisite: one previous course in 302. Astrophysics astronomy. Electromagnetic radiation, properties of stars, (Timothy Barker) stellar structure and evolution, the origin of the ele- ments, galactic structure and evolution, and active 225. Modern Physics Introduction to the special theory of relativity, galaxies and cosmology. atomic physics, nuclear physics and elementary (Timothy Barker) quantum theory. This course may be considered to 305. Observational Astronomy be a third semester of introductory physics. Students will use Wheaton telescopes and our (Xuesheng Chen) observatory in Australia to carry out indepen- Connections: Conx 20059 Quantum Theories: dent research projects, such as color imaging, Contemporary American Fiction, Modern Physics astrometry and photometry of near-earth asteroids, and the Universe searching for supernovae, and determining the light curves of variable stars. 226. Optics (Timothy Barker) Geometric and wave optics, including reflection, refraction, scattering, diffraction, interference, po- 310. Statistical and Thermal Physics larization and nonlinear phenomena. Applications The principles of the physics of systems having to microscopes, telescopes, spectroscopy, lasers, many particles. A statistical (microscopic) approach to the thermodynamic (macroscopic) properties of 180 Physics many-particle systems, such as pressure, volume, Students must write a thesis and take an oral temperature, entropy, free energy and heat capacity. examination. Open to junior and senior majors who (John Michael Collins) are candidates for departmental honors. 311. Classical Mechanics Advanced topics dealing with classical mechanical systems. Small oscillations and waves. The calculus of variations, Fourier analysis and series solutions Political Science of differential equations are some of the math- Chair: Gerard Huiskamp ematical methods developed and used. Faculty: Allen, Boroviak, Goodman, Kennedy, (Xuesheng Chen) Murphy, Powell, Shomali, Vogler, Wilson 314. Electric and Magnetic Fields Classical electricity and magnetism, electromag- The Political Science Department offers a broad netic fields and waves. Vector calculus and much range of courses in the field of American, inter- of potential theory will be developed and used national and comparative politics (encompassing throughout the course. non-Western and Western systems) and political (Xuesheng Chen) theory. To acquaint students with important re- search techniques, the department offers a course 350. Experimental Physics Advanced laboratory. Students will perform a variety in modern social science research methods. Every of experiments from the various branches of phys- student majoring in political science participates ics and astronomy chosen to suit their individual in a department seminar. Participation in political needs and interests. campaigns, individual research and other field (Xuesheng Chen) projects is encouraged. The department sponsors a semester in Washington, D.C., under the American 360. Geophysics University Washington Semester Program. The Use of the principles of physics to understand faculty also supports and maintains information on current geologic phenomena and the evolution of the Earth and planets. Topics include the structure appropriate junior year abroad studies in political and evolution of the interiors of the Earth and other science. planets, deformation of solid material, seismology, Major heat generation and transport, dynamics of the The major in political science consists of 10 semes- ocean and atmosphere, hydrology, gravity anoma- ter courses, including four core courses and one lies, geomagnetism and impact cratering. course from each of the four area groupings. At (Geoffrey Collins) least three of the 10 courses must be at the 300 370. Quantum Mechanics level or above. Majors should complete Pols 200 The principles of quantum mechanics. before their senior year and they are encouraged Schroedinger’s equation and applications to some to take Math 141 for their math requirement. Any physical systems. Observables, operators and student may propose an individual major program expectation values. Operator algebra. Angular for consideration by the department’s entire faculty. momentum and spin. Approximation methods. The department welcomes individual research on (Xuesheng Chen) the part of its majors. 399. Selected Topics Core courses Independent study on topics in physics, astronomy Pols 101 The American Political System or geology not covered by the regular course offer- Pols 200 Modern Political Inquiry: An Introduction to ings. Content varies with the interest of students Research Methods and instructors. Pols 401 Seminar 499. Independent Research And one of: A research project in physics, astronomy or geology supervised by a faculty member of the department. Pols 207 Political Theory: Ancient Greece to the Renaissance or 500. Individual Research Pols 227 Political Theory: Renaissance to the Investigation of a problem in physics, astronomy or American Founding geology under the guidance of a faculty member. Political Science 181

International relations Theory Pols 109 International Politics Pols 207 Political Theory: Ancient Greece to the Pols 209 Chinese Foreign Policy Renaissance Pols 229 United States Foreign Policy Pols 227 Political Theory: Renaissance to the Pols 249 Russian Foreign Policy American Founding Pols 273 Inter-American Relations Pols 298 Non-Western Political Thought Pols 309 International Law and Organization Pols 298 Justice, Freedom and Democracy Pols 339 Theories of International Relations Pols 327 Black Political Thought Pols 379 National Security Policy Minor Comparative Western societies Guidelines have been established by the econom- Pols 115 Introduction to Comparative Politics ics, history, political science, and sociology and Pols 215 Contemporary European Governments anthropology departments for interdepartmental and Politics concentrations. The department offers a joint Pols 225 Italian Politics minor in urban studies with the Sociology and Pols 255 Russian Politics Anthropology Department. It is possible for nonmajors to have a mi- Pols 265 Politics and Society in Eastern Europe nor concentration in either American politics or Pols 325 European Integration comparative politics/international relations. Each Pols 335 Politics of Divided Societies minor consists of a minimum of five courses in the Pols 345 Understanding Russian Politics and appropriate area. The minor in American politics Society through the Prism of Film must include Pols 101 and at least one course in Pols 375 The Politics of Social and Economic American politics at the 300 level. The minor in Problems in Post-Communist Russia comparative/international politics must include Pols 109 or Pols 115 and at least one course in interna- Comparative non-Western tional or comparative politics at the 300 level. Pols 203 African Politics Pols 223 Contemporary Chinese Politics Courses Pols 233 The Politics of Latin America 101. The American Political System Pols 263 The Politics of the Middle East An introduction to American politics using a Pols 323 Comparative Political Development systems approach and covering aspects of political Pols 333 Popular Movements and Religious behavior along with institutional description and Sentiment in the Americas analysis of public policy. Open to freshmen, sopho- mores and juniors. American (Jay S. Goodman) Pols 201 Contemporary Urban Politics 109. International Politics Pols 211 Congress and the Legislative Process After a brief introduction to salient events in world Pols 221 Women in Politics politics since World War II, basic concepts in the Pols 231 The American Presidency analysis of international politics are considered. The Pols 271 African American Politics course will analyze the various types of interna- Pols 291 Judicial Politics tional actors (nations, international organizations, liberation movements, multinational corporations), Pols 321 Public Administration and Public Policy their goals and how they seek to attain them, and Pols 326 Political Psychology will explore the determinants of international politi- Pols 331 Media and Politics cal behavior. Pols 341 Constitutional Law I: The Supreme Court (Darlene L. Boroviak, Jeanne Wilson) and the Constitution Connections: Conx 20030 Politics and Global Pols 351 Constitutional Law II: Civil Rights and Civil Change Liberties 115. Introduction to Comparative Politics Pols 361 Environmental Conflict Resolution The comparative study of the political process in Pols 391 Advocacy and the Governmental Process Western and non-Western societies. No political system will be studied in depth, though the course 182 Political Science provides the concepts and tools for such study in organizations, committees, rules and norms, inter- the future. est groups, executive liaison, policy outcomes and (Gerard Huiskamp) the impact of reforms. (Marcus Allen) 200. Modern Political Inquiry: An Introduction to Research Methods Connections: Conx 20002 Voting Theory, Math and An introduction to the guiding principles of modern Congress social science research, along with instruction in 215. Contemporary European Governments and the actual use of research techniques, including Politics surveys, statistical analysis of political data and A comparative study of contemporary European data processing by computers. political systems. Special attention given to the relationship of government structures and the 201. Contemporary Urban Politics Urban, suburban and metropolitan government and policy-making process. policy problems. The course will focus on local po- (Darlene L. Boroviak) litical conflict in the context of the federal system in 221. Women in Politics which both the national government and the states This course examines gender, race and class as play important roles. Policy formulation, imple- categories of analysis for understanding the political mentation and evaluation, including community experiences of individuals in U.S. society. In an development, housing, education and welfare, will attempt to elucidate the conceptions and ideas that be explored via fieldwork. shape cultural and sexual identities, this course will consider all types of women. We will examine how 203. African Politics An introduction to African politics. The course will feminist analysis and womanist analysis reconcep- focus on major issues, including political change, tualizes political science and politics. institutions, processes, economic development, 223. Contemporary Chinese Politics female roles, ethnicity and foreign policy. An introduction to the political institutions and (Gerard Huiskamp) processes of the People’s Republic of China. Covers Connections: Conx 23001 African Worlds the political experience of the PRC since 1949 with a focus on the post-1978 era. 207. Political Theory: Ancient Greece to the (Jeanne Wilson) Renaissance An introductory survey of political thought from an- Connections: Conx 20024 Modern China: Tradition cient Greece to the Renaissance. Topics include the and Contemporary Politics origins of political philosophy in the writings of Plato 225. Italian Politics and Aristotle; early Christian and Reformation politi- An examination of the dramatic changes in contem- cal thought; Machiavelli and the birth of modern po- porary Italian politics that mark the transition to the litical theory. Readings are chosen to illustrate the Second Republic. Through a series of case studies development of ideas about human nature, politics, and films, the course will focus on topics such as citizenship, power and the state. political culture and the myth of a “backward” Italy, Connections: Conx 20040 Political Theories, feminism and the “youth question,” electoral reforms, Political Realities: Ideas and Practices in Past immigration, bureaucracy and corruption, the fight Politics against the Mafia, federalism and local government reform, and Italy and the European Union. 209. Chinese Foreign Policy An introduction to the study of Chinese foreign (David Vogler) policy. The course will focus on providing explana- Connections: Conx 20014 Modern Italy, Conx tions for China’s foreign policy behavior as well as 23014 Film and Society inquiring into the major issues that have shaped the 227. Political Theory: Renaissance to the American development of the foreign policy of the People’s Founding Republic of China. A study of the development of modern political (Jeanne Wilson) thought in the writings of Hobbes, Locke, Rousseau and the Federalists. The course examines these 211. Congress and the Legislative Process An analysis of who gets elected to the House of theorists’ ideas about freedom, authority, rights and Representatives and the Senate, how they get revolution, and considers their different perspec- elected and what they do once in office. Topics tives on politics and society. Enrollment limited. covered include: elections, constituencies, party (Alireza Shomali) Political Science 183

229. United States Foreign Policy and Eastern Europe, the course will focus on the An examination of the goals of American foreign current situation in each of the nations of the area. policy and of the making and implementing of policy Attention will be directed to the political, economic to attain those goals in the Cold War period. and social developments in these countries, as well (Darlene L. Boroviak) as the progress they have made in shifting to politi- Connections: Conx 20033 History and Politics of cal democracy and a market economy. U.S. Foreign Policy, Conx 20038 Top Secret (David E. Powell) 231. The American Presidency 271. African American Politics Development and problems of presidential leader- The relationship between African Americans and the ship in an era of crises. Includes both a historical American political system since moving from protest analysis of the development of presidential powers to politics in their quest for freedom is the course’s and the application of those powers in contempo- central theme. Examined are the changing role of rary American politics. civil rights organizations and the related successes (David Vogler) of varied strategies for political empowerment on this quest for freedom. 233. The Politics of Latin America (Marcus Allen) An introduction to the dynamics of politics in Latin America. Themes include political economy, military Connections: Conx 23010 Black Aesthetics authoritarian intervention, transitions to democracy, 273. Inter-American Relations social movements and the U.S. role in the area. This course will instruct students in the theory and Countries used as examples include Brazil, Mexico, practice of international negotiation through the Argentina, Colombia, El Salvador and Chile. analysis of case studies as well as role-playing (Gerard Huiskamp) through a negotiation simulation—“the interna- Connections: Conx 23003 Modern Latin America tional relations of the Americas.” In this interactive Web-based simulation of international negotiation, 249. Russian Foreign Policy participants model real-world international interac- A study of contemporary Russian foreign policy tions between countries. behavior with an emphasis on Russia’s struggle to (Gerard Huiskamp) define a foreign policy strategy in a post-communist world. Approximately one-quarter of the course will 291. Judicial Politics be devoted to historical antecedents of the Soviet Focuses on judicial politics in the United States as period. reflected in the criminal law process. The course (Jeanne Wilson) is organized in terms of points of discretion where Connections: Conx 20064 Russian History and political decisions are made: the police and arrest, Politics treatment of the accused, bail, plea bargaining, conspiracy law, contempt, sentencing and prisons. 255. Russian Politics (David Vogler) The course will examine the attempts since the dissolution of the Soviet Union to set a course for 298. Experimental course: Non-Western Political an emergent Russian state. Some time will also be Thought spent on examining political processes in the other Far from being a homogenous system, non-Western CIS states. political philosophy portrays a host of diverse (Jeanne Wilson) ideas of man, society, truth, good and power. Like its “Western” counterpart, “non-Western” politi- Connections: Conx 20064 Russian History and cal thought has historically evolved in response to Politics the socio political exigencies of time. Having this 263. The Politics of the Middle East fragmentary nature in mind, we begin this course An introductory course in contemporary Middle East with an evaluation of the very dichotomy of Western politics focusing on the internal dynamics of Middle vs. non-Western traditions of thought. Then, we East societies, the political relations among states in trace the historical and intellectual exchanges the region and the involvement of the superpowers between select braches of each tradition and inquire in Middle East affairs. into medieval and contemporary Islamic political (Alireza Shomali) thought. Perhaps the recent worldwide resurgence 265. Politics and Society in Eastern Europe of political Islam and its growing importance in After a brief introduction to the history of Central international and domestic affairs fully account for this choice. The “Eastern” philosophy of nonviolence 184 Political Science and its relevance for the current world shape our 326. Political Psychology second area of concern. See Psy 326. Finally, we will specifically investigate a branch 327. Black Political Thought of contemporary Islamic political thought that seeks An introduction to African American political and to learn from, and incorporate, Gandhi’s philosophy social ideas. Through critical examination of major of nonviolence, and, in so doing, offer alternatives expressions of that discourse, we hope to arrive at to both “western-secularist” and “Islamic funda- some understanding of the principles, goals and mentalist” political ideologies. strategies developed by African American women (Alireza Shomali) and men. Focus is on major philosophical, theoreti- 298. Experimental course: Major Political cal and ideological formulations put forward during Concepts: Justice, Freedom and Democracy the 19th and 20th centuries. In light of the historic It seems that for centuries, justice, freedom and and comtemporary problems associated with race, democracy have engaged the minds of political class and gender oppression, we will probe the thinkers and won the hearts of us, typical citizens manner in which these structures of domination of the world. These ideas help us understand who and exploitation have differentially and similarly we are, how we live and why our life can improve. impacted the lives of black women and men. However, do we have a clear perception of what (Marcus Allen) democracy and freedom really are? Does everyone, Connections: Conx 23010 Black Aesthetics regardless of all differences among human beings, envision the idea of justice the same way we do? If 331. Media and Politics yes, then what is that consensual notion of justice? An intensive study of media in political campaigns, If the answer is negative, can we really “justify” using video archive materials and student projects anything? on media in gubernatorial and Senate campaigns. (Alireza Shomali) (Jay S. Goodman) 333. Popular Movements and Religious Sentiment 309. International Law and Organization in the Americas A study of the role of international law and orga- Religious sentiment and popular social movements nizations in international relations. Attention given in the Americas. A study of religious sentiment in to the legal relations of states through analysis of the Western tradition and how different conceptions cases and documents. Some emphasis given to the of divinity have influenced contemporary social United Nations. movements. The course examines both defensive (Darlene L. Boroviak) working-class movements (the Christian identity 321. Public Administration and Public Policy movement, white supremacists and citizen militias) An analysis of theories of administrative behavior and groups focused on popular empowerment and current policy problems. The last half of the (the civil rights movement, liberation theology and course is an administration “game” based on the participatory action-research). budget of the National Park Service. (Gerard Huiskamp) (Jay S. Goodman) 335. Politics of Divided Societies Connections: Conx 20017 Ecology and Public A study of the role of ethnic or cultural divisions in Policy the politics of various societies. The course will look 323. Comparative Political Development at how different societies respond to the chal- A broadly comparative survey of the political econo- lenges posed by this conflict. Various theoretical my of less developed countries, diversities and approaches will be explored. Case studies include similarities across Asia, Africa and Latin America. Canada, Northern Ireland, South Africa, Belgium, (Gerard Huiskamp) Cyprus, Sri Lanka and the United States. (Gerard Huiskamp) 325. European Integration A study of various attempts to unify Western 339. Theories of International Relations Europe, including the European Union and NATO; The course surveys theories of international rela- the implications of the establishment of a com- tions (e.g., realism, the causes of war, functional- mon market in Western Europe in 1992; and the ism, decision-making analysis) with the underlying impact of changes in Eastern Europe on European goal of providing students with a framework—or integration. frameworks—with which to analyze and critique (Darlene L. Boroviak) behavior in the international arena. (Jeanne Wilson) Political Science 185

Connections: Conx 20065 Theories of Imperialism in the effort to transform Russia into a “modern” 341. Constitutional Law I: The Supreme Court and capitalist state. the Constitution Among the issues covered will be Russia’s A study of the politics of the U.S. Supreme Court demographic crisis, migration into and out of and the Constitution, with analyses and debates on the country, drug and alcohol abuse, crime, the major Supreme Court decisions on the powers of social/political and economic position of women, the president, Congress and the courts, the proper prostitution, abortion, STD’s (especially HIV/AIDS), role of national and state governments in a federal environmental deterioration, the crisis in health system, and the guarantee of a republican form of care, political and economic corruption, and the government. re-emergence of religion as a political and social (David Vogler) force. Purpose is to analyze public policies as both cause and effect of strains in Russian society. 345. Understanding Russian Politics and Society (David E. Powell) through the Prism of Film An examination of political and social issues Connections: Conx 20055 Russia: Challenge and in post-communist Russia, relying heavily on Opportunity films—primarily those produced in Russia (with 379. National Security Policy English subtitles)—to understand the situation Focuses on issues of national security and strate- within the country. Topics include the transition to gies for policy implementation in the United States political democracy and a market economy and and Russia in the post–Cold War era. Topics cov- social problems such as alcohol abuse, drug abuse, ered include missile defense, terrorism, weapons HIV/AIDS, environmental degradation, the war in of mass destructiion, military doctrine and military Chechnya and the situation of women. preparedness. (David E. Powell) (David E. Powell) Connections: Conx 23014 Film and Society Connections: Conx 20038 Top Secret 351. Constitutional Law II: Civil Rights and Civil 391. Advocacy and the Governmental Process Liberties This course is designed to give students exposure A study of U.S. Supreme Court decisions, with to the advocacy process, within a not-for-profit analyses and debates on affirmative action, equal organization that is attempting to influence state protection, abortion rights, freedom of speech government. Students will develop familiarity with and religion, government searches and seizures, the practices of politics and public policy through privacy, private property rights, capital punishment, study and hands-on experience, and will learn to the right to die and related issues. read, analyze and draft legislative or administra- (David Vogler) tive documents. Students will evaluate how those 361. Environmental Conflict Resolution involved in political advocacy roles can advance A fieldwork-based course. The classroom component society’s best interests. Fieldwork will take place in will focus on the theory and practice of interest- Massachusetts or Rhode Island state legislatures. based resolution of environmental conflicts and on (Jeremiah Murphy) their merits, building on the work of Fisher, Urey and 398. Experimental course: Writing Public Policy Susskind. In fieldwork assignments, students will This course is designed to develop students’ abili- analyze the interests of the conflicted parties, develop ties to conceive and write public policy, for local, strategies for interest-based negotiation of compro- state, national and international decision-making mise and develop scenarios for this negotiation. Class arenas. Students will examine real-world case simulation developed by the Program on Negotiation studies and then move on to their own topics of at Harvard Law School. This course may be counted interest, for implicit or explicit policy audiences. toward the minor in Environmental Studies. These latter policy pieces may be one or more in (Jeremiah Murphy) number, according to individual students’ interests. Connections: Conx 20048 Environmental Problem Students are encouraged to bring interdisciplinary Solving perspectives to the course. 375. The Politics of Social and Economic Problems (Jeremiah Murphy) in Post-Communist Russia Course examines the social and economic prob- lems, and the successes and failures, encountered 186 Political Science

401. Seminar opment of the law of personal injury, including American Politics intentional torts, negligence, products liability, strict Focuses on contemporary issues facing the liability, libel, and fraud. (One-half credit) American political system. (Jay S. Goodman) (David Vogler) 025. Legal Issues in Public Policy: The Law of International/Comparative Politics Sexuality and Gender Focuses on global processes and trends character- A mini-course on an important current legal issue. istic of the current international order. Topic: The Law of Sexuality and Gender. (One-half (Jeanne Wilson) credit) (Jay S. Goodman) 421. Government Fieldwork Individually designed and supervised fieldwork in 029. January Internship in Washington, D.C. agencies of state and local government or a political An opportunity for students to work as interns in campaign in Boston, Providence and surrounding the nation’s capital and meet weekly for structured communities. A semester of tutorial work (or its discussion. The Filene Center for Work and Learning equivalent) with an instructor before and after the provides support in developing intern positions. field experience and a paper relating the scholarly Students will be required, without exception, to work literature to the experience are required. Students in Washington from January 3 through January 24. who enroll in this course are expected to work a (Jeremiah Murphy) minimum of eight hours a week at their internship. Additionally, at the conclusion of the internship experience, students must complete a Work and Public Service Record through the Filene Center. Psychobiology Enrollment on an as-available basis. Coordinators: Kathleen Morgan, Meg Kirkpatrick, Short courses Robert L. Morris 020. Model United Nations Faculty: Benoit, Nelson Preparation for and participation in a national model The interdepartmental major in psychobiology is United Nations conference (The Harvard National intended to fill the needs of students seeking un- Model U.N.). The course may be taken for credit derstanding of the biological bases of behavior. The more than once as long as different states are field of psychobiology includes all of the interface represented. Conference costs, including room and board, are the responsibility of the student. Course between psychology and biology, such as neurobi- begins on or about November 1. No add or drop ology, psychoneuroimmunology, animal behavior, after this date. Enrollment limited to 20 students. psychopharmacology, cognitive neuroscience, neuroendocrinology, health psychology, physiological 022. Legal Issues in Public Policy: Family Law psychology and developmental psychobiology, to This course uses a law school casebook and law name a few. Psychobiologists examine the evolution- school teaching methods to look at the current law ary, physical and biological bases of behavior and of marriage, divorce, child custody, property divi- experience. In doing so, they focus on the physical sions, procreation, abortion, adoption and domestic structures, chemicals and physical events involved violence. (One-half credit) in the production of behavior. Students majoring in (Jay S. Goodman) psychobiology will be prepared for graduate training 023. Legal Issues in Public Policy: Criminal Law in any of the fields mentioned above, as well as This course uses a law school casebook and law for professional training in medicine or veterinary school teaching methods to look at the current law medicine. They also may find jobs in research of the common law crimes of homicide, assault, laboratories, zoological parks, aquariums, industry battery, arson, burglary and rape, and the legal or education. defenses to each. (One-half credit) (Jay S. Goodman) Major Students majoring in psychobiology are encour- 024. Legal Issues in Public Policy: Torts This course uses a law school casebook and law aged to pursue independent research as a way to school teaching methods to look at the devel- integrate the two fundamental disciplines. Psychology 187 Requirements Psychology Bio 111 Evolution and Ecology Bio 112 Cells and Genes Chair: Bianca Cody Murphy Psy 101 Introductory Psychology or Faculty: Agatstein, Barnes, Baron, Berg, Fhagen- Smith, Kirkpatrick, Liebling, Morgan, Nelson, Olin, Psy 225 Brain, Mind and Behavior Price, Sahar, Thompson, Woodard, Wulff, Zuriff Psy 202 Quantitative Research Methods The offerings of the Psychology Department are Bio 211 Genetics intended to reflect the remarkable diversity of Psy 226 Comparative Animal Behavior or topics and approaches that constitute modern-day Bio 226 Comparative Animal Behavior or psychology. Many students may want to begin their Psy 227 Drugs and Behavior exploration of psychology by taking a 200-level Math 141 Introductory Statistics or course focused on a particular topic. Psychology Math 151 Accelerated Statistics or 101, which is not required for the major, is intended as an overview of the field for those who Psy 341 Laboratory in Behavioral Neuroscience do not expect to concentrate in psychology. It can, At least one semester of chemistry: Chem 103 or however, be counted toward either the major or Chem 104 or Chem 153 or Chem 154. the minor. Students with scores of 4 or 5 on the Bio 244 Introductory Physiology AP psychology test will be credited for Psychology or Bio 255 Vertebrate Evolution and Anatomy 101. Bio 219 Cell Biology or Laboratories and field placements Bio 254 Developmental Biology On-campus laboratory facilities include the At least two 300-level labs—one from each of the two contributing disciplines (biology and psychol- Elisabeth Amen Nursery School, human and animal ogy). Suggested lab courses include the following experimental labs and a psychobiology lab that (but others will be accepted with permission of the includes a vivarium. Off-campus fieldwork with advisors): Psy 334, Psy 336, Psy 343, Psy 345, Psy either children or adults may be conducted in com- 348, Bio 303, Bio 305, Bio 324, Bio 331, Bio 348, munity-intervention agencies, psychiatric mental Bio 399. hospitals, social service agencies and industrial A documented research, internship or practicum organizations. experience of no fewer than 120 hours, typically after the sixth semester. Major Different electives may be appropriate depending The major consists of at least 10 credits. upon the career goals that a particular student may Statistics have for himself or herself. Options among these or Math 141, Math 151, or Bio 212. others are best decided upon in consultation with Psychology one of the psychobiology advisors. Psy 202 Quantitative Research Methods Recommended electives Biological Bio 201, Bio 205, Bio 215, Bio 221, Bio 231, Bio Two of the following: 303, Bio 318, Bio 347, Clas 120, Phil 224, Psy 211, Psy 222, Psy 227, Psy 265, Psy 235, Psy 312 Psy 225 Brain, Mind, and Behavior Psy 226 Comparative Animal Behavior Recommended for graduate training in neurosci- ence Psy 227 Drugs and Behavior Bio 305, Bio 324, Phys 170, Phys 171, Psy 222, Psy Psy 235 Human Sexuality 227, Psy 312 Psy 261 Psychobiology of Sex and Gender Recommended for graduate training in animal Psy 265 Health Psychology behavior Psy 298 The Body in Human Experience Bio 215, Bio 305, Bio 318, Psy 211, Psy 312, Psy 341 Laboratory in Behavioral Neuroscience Psy 348 Psy 348 Laboratory in Animal Communication and Students interested in the health professions are Cognition encouraged to consult one of the health career advi- sors in addition to their advisor in psychobiology. 188 Psychology

Individual Courses in the following subject areas outside Two of the following: of psychology are also recommended: writing; Psy 203 Developmental Psychology philosophy, including logic and ethics; other social Psy 211 Learning and Memory sciences; computer science; biology and the physi- cal sciences. Psy 221 Experiencing: The Phenomenology of Everyday Life Minor Psy 222 Cognition Students minoring in psychology should take five Psy 241 Personality—The Study of Lives psychology courses, at least one of which is at the Psy 247 Abnormal Psychology 300 level. A minimum of five credits is required. Psy 312 Perception Courses Psy 315 Social and Emotional Development 101. Introductory Psychology Psy 324 Childhood Behavior Disorders A survey of the basic principles and findings of Psy 330 Scientific Approaches to Consciousness psychology as a social and biological science and Psy 343 Laboratory in Cognitive Psychology practice. Psy 345 Laboratory in Developmental Psychology 202. Quantitative Research Methods Psy 369 Clinical Psychology 203. Developmental Psychology Psy 398 Laboratory in Qualitative Research An introduction to concepts and methods for a scien- Sociocultural tific and ecologically sensitive approach to develop- Two of the following: ment, with a primary focus on the multiple influences Psy 098 Psychology and Ethics that create change and continuity, universals and cultural specificity. Development from conception to Psy 232 Social Psychology late childhood is emphasized. Includes observation in Psy 251 Multicultural Psychology the Elisabeth W. Amen Nursery School. Psy 260 Psychology of Religion (Peony Fhagen-Smith, Derek Price) Psy 270 Adolescent Development 211. Learning and Memory Psy 272 Psychological Anthropology A study of memory from behavioral, cognitive, and Psy 290 Psychology of Women biological perspectives. Reviews principles of classical Psy 301 Culture Wars on Campus: Psychological and operant conditioning as they have been estab- Perspectives lished through animal research and applied in be- Psy 306 Infancy across Cultures havior therapy; takes a cognitive approach to human memory, with an emphasis on information-processing Psy 326 Political Psychology theories; and explores recent work in functional brain Psy 334 Practicum in Human Services imaging and with neuropsychological patients. Psy 336 Child Development in the Navajo Nation (Rolf Nelson) Psy 340 Laboratory in Social Research Methods 221. Experiencing: The Phenomenology of Everyday Of the six courses in the above three categories, Life one must be a 300-level course and one must be An introduction to the phenomenological approach a laboratory course (i.e., at least two 300-level in psychology and its application to ordinary, psychology courses are required). everyday experiences as well as to uncommon ones. Seminar or thesis Applies phenomenological methods and interpre- Psy 400 Psychology Senior Seminar tations to achieve insights into such activities as writing, imagining and driving a car, as well as to the Honors Work less-accessible experiential worlds of children and Students with an overall GPA of 3.4 or higher are autistic, blind or paralyzed adults. encouraged to consider completing an honors thesis (David Wulff) in psychology. Proposals for honors theses must be reviewed and approved by the department, gener- 222. Cognition ally in the spring of the junior year. A survey of scientific studies of everyday think- ing, with particular attention to language, problem Psy 500 Senior Honors Thesis solving, reasoning and decision making. Serves as Students who undertake a senior thesis must also an introduction to cognitive neuroscience, which take the Senior Seminar in Psychology. examines information processing in conjunction Psychology 189 with its underlying neural mechanisms. Current 241. Personality—The Study of Lives experimental research will be incorporated into the A study of the nature of human personality, classroom discussions. including its structure, development and ongoing (Rolf Nelson) dynamics. Employing a variety of classic and mod- Connections: Conx 20061 Body and Mind ern theoretical perspectives and research findings, addresses the fundamental question of how we are 225. Brain, Mind and Behavior to understand ourselves and others in the diverse An introduction to biopsychology through a survey situations in which humans find themselves. of topics such as nervous system structure and (Cooper R. Woodard, David Wulff) function; neuronal physiology; structure and func- tion of the sensory and motor systems; and the 247. Abnormal Psychology physiological bases of emotion, motivation, learning, A survey of the chief forms of psychological and abnormal and social behaviors. disorder and current modes of explanation and (Meg Kirkpatrick, Kathleen Morgan) treatment. Issues include the definitions of normal- ity and abnormality and the goals of intervention. 226. Comparative Animal Behavior Case studies focus the discussion. An introduction to evolutionary theory as an (Bianca Cody Murphy) organizing framework for comparing representative behavior patterns in humans and other animal spe- 251. Multicultural Psychology cies. Includes analysis of both the mechanisms and Multicultural psychology is the systematic study the functions of behaviors. of all aspects of human behavior as it occurs in (Kathleen Morgan) settings where people of different cultural back- grounds encounter each other. Multiculturalism Connections: Conx 23013 Animal Power in Religion, has been considered a “fourth force” in the field of Art and Science psychology, supplementing behaviorism, psy- 227. Drugs and Behavior chodynamic theories and humanistic psychology. An introduction to the study of drug use, abuse and Readings, discussions and films will be used in addiction, with a focus on recreationally used drugs. this course to explore such topics as differences in Topics range from the neurochemical action of drugs worldviews and in means of communication; the to the consequences of their use for society. acculturation process; stereotyping, prejudice, dis- (Meg Kirkpatrick, Kathleen Morgan) crimination and racism; cultural identity develop- Connections: Conx 20049 Psychoactive ment; and building multicultural competence. Sacramentals (Peony Fhagen-Smith) Connections: Conx 23016 Race as a Social 232. Social Psychology An introduction to the systematic study of human Construct social behavior. Considers how people perceive and 260. Psychology of Religion react to others and how they are affected by social A descriptive and interpretive study of religious situations. Topics include attitudes, prejudice, help- attitudes, experiences and practices. Drawing on ing, aggression and interpersonal attraction. biological, behavioral, psychoanalytic, Jungian, (Gail Sahar, Michael Berg, Fredric Agatstein) existential-phenomenological and humanistic viewpoints, this course considers the nature of reli- 235. Human Sexuality A comprehensive introduction to the biological, be- gious experience; the meaning of religious images, havioral, psychological and cultural aspects of human creeds and rituals; and the origins and significance sexuality. Considers the relation of sexual values and of individual differences in religious outlook. behavior; anatomy, arousal and response; varieties (David Wulff) of sexual behavior; sexuality through the lifespan; Connections: Conx 20050 Quest for sexual problems; and important social issues such as Transcendence, Conx 20054 The Religious rape, incest and pornography. Classroom exercises, Response films and guest presentations. 261. Psychobiology of Sex and Gender (Linette G. Liebling, Nancy Olin) An exploration of the possible biological under- Connections: Conx 23006 Sexuality pinnings of sex differences in human behavior. Examines the relationship between hormones and the central nervous system in determining how the sexes participate in many different areas of human 190 Psychology behavior. Some of the main topics of this course bodily experience in men and women, including are the sexual differentiation of the brain, how the LGTB persons; and efforts to transform the body brain and behavior connect, sex differences in ani- through cosmetics, tattooing, piercing, mutilation, mal behaviors, the evolution of sexual differences, body-building, plastic surgery and dress. the biology of sexuality and sexual attraction, and (David Wulff) sex differences in parenting, aggression and aging. 301. Culture Wars on Campus: Psychological (Meg Kirkpatrick) Perspectives Connections: Conx 23004 Gender, Conx 23006 An examination of what psychology can contribute Sexuality to our understanding of four debates directly affect- 265. Health Psychology ing students in the liberal-conservative culture wars: Presents a biopsychosocial model of health that freedom of expression, feminism, affirmative action addresses how biological, psychological and and sexuality. social processes and their interaction influence (Gerald Zuriff) our physical well-being. Topics include mind-body 306. Infancy across Cultures interactions, health behavior and interventions, The nature and nurture of infants from the perspec- patient-doctor relationships, and chronic and tives of Western research, beliefs and practices, and advanced illnesses. of selected non-Western contemporary societies, (Michael Berg) especially the Navajo. Examines childbirth, newborn Connections: Conx 20005 Microbes and Health capacities, caretaker-infant relationships, early ex- perience and changes during infancy, all in cultural 270. Adolescent Development contexts. Multiple perspectives on the physical, cognitive (Derek Price) and psychosocial transitions related to adolescent development. Topics include current versions of de- 312. Perception velopmental theory; specific issues related to early, A detailed look at the processing of visual informa- middle and late adolescence; the adolescent peer tion, from the moment that photons of light enter our culture; sexualities and sex education; multicultural eyes to the experience of seeing the world spread issues in adolescence; and changing male/female out before us. Topics include depth perception, roles. perspective in art, color, perceptual organization, (Frinde Maher, Peony Fhagen-Smith) motion, attention and awareness. Connections: Conx 23006 Sexuality (Rolf Nelson) Connections: Conx 20061 Body and Mind, Conx 272. Psychological Anthropology 23012 Visualizing Information See Anth 270. 315. Social and Emotional Development 290. Psychology of Women In this course the growth of social and emo- Examines psychological theories and research tional competence that emerges from children’s about women and gender. Discusses similarities as experiences in their relationships with others (e.g., well as gender differences and the multiple causes parents, other children, cultural context) will be for those differences. Explores the ways in which explored through in-depth reading and discussion ethnicity, class and sexual orientation interact with of such topics as attachment, emotions, gender gender in the United States. role development, development of the self, moral (Bianca Cody Murphy) development and more. Connections: Conx 23004 Gender, Conx 23005 Special attention will be given to books such as Women in the United States Odd Girl Out: The Hidden Culture of Aggression in 298. Experimental Course: The Body in Human Girls, by Rachel Simmons; Dan Kindlon and Michael Experience Thompson’s Raising Cain: The Emotional Life of A survey of the many ways that the body conditions Boys; and The Skin We’re In: Teaching Our Teens to or is an object of our daily experience as it varies Be Emotionally Strong, Socially Smart, and Spiritually from one individual to another and is framed by Connected, by Janie Ward. history, culture, religious tradition, ethnic identity, (Peony Fhagen-Smith) gender, age and health. Among the topics will be 324. Childhood Behavior Disorders the effects of human physiology and posture on A survey of behavioral disorders of childhood in human experience; language, symbols, and the both clinical and educational settings, with a review construction of the built world; body image and Psychology 191 of various perspectives on etiology and treatment. cluded attitudes toward abortion, affirmative action Emphasis on evaluation of the effectiveness of and Wheaton’s honor code. treatment. (Gail Sahar, Michael Berg) (Grace Baron) 341. Laboratory in Behavioral Neuroscience Connections: Conx 20060 The Genetics of the An introduction to the physiology of behavior, with Autism Spectrum a special focus on neurophysiology, neuroanatomy 326. Political Psychology and sensory physiology. Six hours a week, lab/lec- The study of psychological influences on political ture combined. thinking and behavior. Personality and politics, (Meg Kirkpatrick) intergroup conflict, political cognition and genocide 343. Laboratory in Cognitive Psychology are some of the topics to be considered. The design, implementation, evaluation and inter- (Gail Sahar) pretation of experiments in memory, perception 330. Scientific Approaches to Consciousness and other topics in cognitive psychology. Following How does the brain give rise to a conscious aware- experience in carrying out pre-designed labora- ness of our surroundings? What is the relation of tory experiments, students will work in groups the body to the mind? Are animals conscious? This on developing and carrying out their own original course approaches the recently emerging field of research projects. consciousness studies, which attempts to address Understanding of the scientific process will be questions like these and others, from a cognitive, further facilitated through discussions of journal neuroscientific, and philosophical perspective. articles in the field. (Rolf Nelson) (Rolf Nelson) 334. Practicum in Human Services 345. Laboratory in Developmental Psychology Students intern in a community mental health or Early childhood development will be assessed in human service agency for one day or two half-days the Elisabeth W. Amen Nursery School through a week. They receive supervision both at the cross-sectional and longitudinal quantitative agency and by the professor. The weekly class research methods. Students will design and imple- meeting integrates the fieldwork experience with ment the specific methodologies, analyze the data the theoretical literature. Placements may address using SPSS and interpret the results in written APA issues such as homelessness, family violence, format. Ethical issues will be addressed. adolescent pregnancy, AIDS, mental illness and (Peony Fhagen-Smith, Derek Price) child care. 348. Laboratory in Animal Communication and (Grace Baron) Cognition 336. Child Development in the Navajo Nation A comparative introduction to current theories and A cultural perspective on child development is methodologies for investigation of the nature of sought through service learning relationships with communication in, and cognitions and problem- a Navajo community school and domestic hosts in solving abilities of, nonhuman animals. Lab/lecture Arizona during January. Service may include class- combined. room instruction and field supervision of students, (Kathleen Morgan) as well as domestic chores for our host families. 369. Clinical Psychology Readings, reflective exercises, journal writing and An introduction to the field of clinical psychology. literature searches all will contribute to papers Considers the basic tools of the clinician, including developed during spring semester. Additional fees interviewing, observation and assessment; the may be necessary for travel. major theories of counseling and psychotherapy; (Derek Price) and professional and ethical issues. Case studies, 340. Laboratory in Social Psychology demonstrations and videotapes will be used. The study of the important conceptual, practical (Bianca Cody Murphy) and ethical issues involved in doing social psy- Laboratory in Qualitative Methods chological research. Students will conduct studies An introduction to and exploration of qualitative using experimental and correlational methods and research methods in psychology and the emerg- learn to write an APA-style paper. Topics have in- ing frameworks in which they are today situated. 192 Psychology

Methods including phenomenology, grounded the- ory, conversation and discourse analysis, protocol Religion analysis, memory work and narrative psychology. Chair: Jeffrey R. Timm (David Wulff) Faculty: Brumberg-Kraus, Darling-Smith 400. Psychology Senior Seminar Senior psychology majors will participate in discus- The study of religion plays two roles. It provides a sions of advanced topics based on original sources, quintessential liberal arts experience for all stu- enabling them to understand their previous psy- dents and cultivates religion majors. The Religion chology courses from an analytical perspective that Department seeks to provide specialized courses identifies major assumptions in the field. for students majoring in the discipline, and general courses for students interested in religion but who 500. Individual Research are pursuing other majors. Major The religion major consists of nine semester Public Policy Studies courses. Coordinator: John Miller Requirements Rel 102 Introduction to the Study of World Religions The minor in public policy studies is an interdis- Rel 401 Seminar ciplinary program designed to introduce students and seven courses selected from three of the to the analytical skills and institutional perspective following areas. At least three courses will be taken characteristic of careers in public service. Courses from one of these areas; at least two courses from address the political context of policymaking, a second area; and at least one course from a alternative disciplinary approaches to policy forma- third. tion and implementation and appreciation of value conflicts in the policy process. In addition, students Scriptural studies are encouraged to pursue substantive policy issues Rel 109 Introduction to the Hebrew Bible that draw on the expertise of Wheaton faculty Rel 110 Literature of the New Testament members in such areas as environmental regula- Rel 204 Scripture in Judaism, Christianity and Islam tions, criminal justice, technological development, Rel 207 Introduction to Rabbinic Literature labor-management relations, poverty and welfare, Rel 210 Jesus and the Gospels anti-trust and regulation, and health care. Rel 212 Sacred Texts of Asia Minor Rel 310 New Testament: Acts and Letters The minor consists of six courses, at least one of Rel 342 Liberation Theology which must be at the 300 level, including: Western religious traditions Econ 101 Introduction to Macroeconomics or Rel 204 Scripture in Judaism, Christianity and Islam Econ 102 Introduction to Microeconomics Rel 223 Religion in Contemporary America And one course in statistical or research methods: Rel 232 Faith after the Holocaust Math 141 Introductory Statistics or Rel 282 Music and Worship in World Cultures Pols 200 Modern Political Inquiry: An Introduction Rel 322 Judaism: Faith and Practice to Research Methods or Rel 323 Seminar in Jewish Thought Soc 302 Research Methods in Sociology Rel 342 Liberation Theology Other courses may be selected by students in consultation with the coordinator. No more than Asian and non-Western religious traditions three courses in any department may count toward Rel 108 Engaged Buddhism the minor. Rel 212 Sacred Texts of Asia Rel 316 Islam: Faith and Practice Rel 325 Hinduism: Thought and Action Rel 326 Buddhism: Thought and Action Rel 357 Indigenous Religions REligion 193

Contemporary and comparative religious thought 108. Engaged Buddhism Rel 102 Introduction to the Study of World An introduction to contemporary Buddhist thought Religions and practice, exploring the role of Buddhism in Rel 142 Religion and Sexuality addressing issues of social and environmental concern. Basic concepts, text traditions and his- Rel 162 Perspectives on Death and Dying tory of Buddhism will provide the foundation for Rel 204 Scripture in Judaism, Christianity and Islam understanding the contemporary developments of Rel 208 Religion in Modern Literature “engaged Buddhism” and its response to issues of Rel 225 The Philosophy of Religion social justice, race, gender ethnicity, consumerism, Rel 230 Mysticism and Spirituality advertising culture, info-age technology and the Rel 232 Faith after the Holocaust natural environment. (Jeffrey R. Timm) Rel 242 Religion and Ecology Rel 260 Psychology of Religion 109. Introduction to the Hebrew Bible An overview of the diverse, sometimes conflicting, Rel 277 Religion and Animals religious perspectives represented in the Hebrew Rel 340 Seminar on Religion in Anthropological scriptures concerned primarily with the biblical texts Perspective as the expressions of religious beliefs and ways At least three courses at or above the 300 level, of life. Examination of the historical contexts and including Rel 401, are required of all majors. literary forms and traditions of the texts and the Interdepartmental majors concrete social situations to which these texts are Majors in religion and philosophy and religion religious responses. Focus on the Bible’s treatment and history are offered jointly with the philosophy of general themes in the study of religion, such and history departments, respectively. Students as ideas of the holy, religious language and myth, electing either joint major should consult with the ritual, monotheism and goddess worship, prophecy, chairs of the two departments concerning the theodicy, salvation, gender, the religious value of the courses required. secular, and interpretation. The classics and religion departments have (Jonathan Brumberg-Kraus) drawn up guidelines for an interdepartmental major 110. Literature of the New Testament in ancient studies. For the dual-degree programs The literature of the New Testament, with special with Andover-Newton Theological School, contact attention to the form and content of the New Barbara Darling-Smith. Testament documents, their relationship to one another and their witness to the character of early Minor Christianity. Minor concentrations are available in comparative (Jonathan Brumberg-Kraus) religion, Bible, world religions and Judaic studies. 142. Religion and Sexuality A minor consists of five courses approved by the A study of religious views on sexual choices, life department, one of which must be at or above the styles and problems of today, including love, mar- 300 level. Rel 102, though not required, is strongly riage, sex roles, homosexuality, celibacy, contracep- recommended. For the minor in Judaic studies, see tion, abortion, and sexual and domestic violence. Jonathan Brumberg-Kraus. (Barbara Darling-Smith) Connections: Conx 23006 Sexuality Courses 162. Perspectives on Death and Dying 102. Introduction to the Study of World Religions Study of the grief process. Exploration of cross- A survey of the major world religions for the begin- cultural rituals surrounding death and speculation ning student. Religions discussed will include indig- from various religions on immortality, resurrection enous religions (American Indian and African tradi- and reincarnation. Investigation of end-of-life moral tions), religions of India (Hinduism and Buddhism), questions. China (Taoism and Confucianism) and those originat- (Barbara Darling-Smith) ing in the Middle East (Judaism, Christianity and Islam). Religion will be considered as a worldview 204. Scripture in Judaism, Christianity and Islam expressed through doctrine, myth, ethical system, This course focuses on the religious function of sa- ritual, personal experience and society. cred scriptures in the three Western religious tradi- Connections: Conx 20054 The Religious Response tions: Judaism, Christianity and Islam. Attention will 194 Religion be paid to scripture as myth of origins; the relative Evangelicalism, African American religion, Eastern importance of sacred story, prophecy, and law in the religious traditions and feminist spiritualities. three traditions; authority; and the importance of (Barbara Darling-Smith) interpretative traditions. We will also investigate the Connections: Conx 20034 The Historical Context of ritual functions of scripture, artistic representations Contemporary American Culture and contemporary efforts to interpret the relevance 225. The Philosophy of Religion of textual traditions. A study of questions emerging from the philosophical (Jonathan Brumberg-Kraus) analysis of religious thought. Both religious and anti- 207. Introduction to Rabbinic Literature religious thinkers will be considered on fundamental This course introduces the most important rab- issues: the existence of God, the status of revelation binic documents of antiquity: the Mishnah and the and faith, the problems of conflicting truth claims of Babylonian Talmud (the Bavli). Attention will be different religions, immortality and human destiny. paid to their ritual, mythic and ethical dimensions, Special attention will be given to contemporary chal- especially their distinctive exegetical and theological lenges to traditional, patriarchal theology. approaches to the Torah. (Jeffrey R. Timm) (Jonathan Brumberg-Kraus) 230. Mysticism and Spirituality 208. Religion in Modern Literature An examination of mysticism as well as other forms This course examines modern fiction as a means of of personal religious consciousness and the way exploring diverse views on the nature and meaning individuals have integrated religious experience of human existence and the search for faith. The with their general understanding of existence. writings of such novelists as Katherine Paterson, Attention will be given to accounts of mysticism and Zora Neale Hurston, Umberto Eco, Aharon Appelfeld, spirituality found in different cultures and historical Nagib Mahfouz, Orhan Pamuk, Flannery O’Connor periods. Fundamental issues include: the character and some contemporary religious poets are to be of religious experience, the significance of gender in considered. spirituality, self-realization and self-transformation, (Jonathan Brumberg-Kraus) the relationship of interior experience and public life, 210. Jesus and the Gospels and altered states of consciousness. This course studies selected versions of the life of (Jeffrey R. Timm) Jesus across many genres (scholarly, fictional, cin- Connections: Conx 20049 Psychoactive ematic and devotional) and across many centuries Sacramentals, Conx 20050 Quest for Transcendence (from canonical and apocryphal Gospels to medieval 232. Faith after the Holocaust allegories to modern novels and films) in order to The death of six million Jews at the hands of explore the ways generations of Christians at differ- the Nazis and their collaborators in World War II ent times and places have fitted the story to their represents a radical challenge to faith in Judaism, in own needs and situations. Christianity and in Western humanism. The course (Jonathan Brumberg-Kraus) begins with an historical overview of the Holocaust 212. Sacred Texts of Asia and then uses literature of Holocaust survivors A study of some of the major religious traditions that and the philosophical and theological response have emerged in South and East Asia. Hinduism, of Jewish and Christian authors to articulate the Buddhism, Confucianism and Taoism will be explored challenge of the Holocaust to faith. The course by considering representative scriptural texts and sub- concludes with a discussion of the implications of sequent commentary traditions as a way to uncover the Holocaust for Western culture. Because the their respective answers to fundamental questions questions that this course explores are highly varied about ultimate reality, humanity and salvation. and defy simple answers, a variety of disciplines, (Jeffrey R. Timm) texts and media will be employed, including films and outside experts. 223. Religion in Contemporary America (Jonathan Brumberg-Kraus) An overview of the wealth of diversity in religions practiced in the United States, including a study of Connections: Conx 20062 Jews in Modern Europe mainstream Protestantism, Judaism and Roman 242. Religion and Ecology Catholicism, as well as Native American traditions, An exploration of resources from various religions for developing a healthy respect for nature and the REligion 195 environment, as well as a study of the religious roots observe celebrations of Jewish holidays and con- of the current environmental crisis. Included are duct interviews with members of the local Jewish discussions of the relationships between feminist communities. spirituality and ecological sensitivity and between (Jonathan Brumberg-Kraus) Native American cultures/religions and ecological 323. Seminar in Jewish Thought sensitivity. This seminar is intended to deepen students’ (Barbara Darling-Smith) understanding of major trends of Jewish thought Connections: Conx 23009 The Environment and to practice the methods characteristic of the 260. Psychology of Religion academic study of Judaism. Students will analyze See Psy 260. common readings in class discussion and pursue independent study culminating in a major research 277. Religion and Animals paper in consultation with the instructor. This course analyzes what religions have had to say (Jonathan Brumberg-Kraus) about human relationships with other animals and whether religious traditions have included or excluded 325. Hinduism: Thought and Action animals from humans’ moral responsibilities. Topics A thematic and conceptual inquiry into some of the include an exploration of animals in story and animals most important religious and philosophical traditions as religious symbols; an exploration of how different within Hinduism. Major consideration given to ques- human animals are from nonhuman animals; and tions about the nature of ultimate reality, suffering a look at how religious traditions can foster ethical and liberation, language and revelation, personal regard and compassion for animals. existence and death, eros and asceticism, myth and (Barbara Darling-Smith) ritual. Regular film and other audiovisual presenta- Connections: Conx 20006 Animal Power, Conx tions will provide insight into the contemporary 23013 Animal Power in Religion, Art and Science Hindu worldview. (Jeffrey R. Timm) 282. Music and Worship in World Cultures See Musc 282. 326. Buddhism: Thought and Action A thematic and conceptual inquiry into some of the 310. New Testament: Acts and Letters most important religious and philosophical tradi- This course studies Pauline Christianity through an tions within Buddhism. Attention given to the major examination of the Letters of Paul and Luke’s Acts schools of Buddhist thought, as well as topical of the Apostles. We will pay special attention to the inquiries into issues regarding women in Buddhism, social historical context and structures of Pauline meditation practices, Buddhist art and architecture Christianity. We will discuss its ideals of community and the influence of Buddhism on contemporary and authority, its Christian self-definition in regard Western religious pluralism. The course features to emerging Rabbinic Judaism, the significance of close readings of Buddhist texts in translation and religious conversion for Pauline Christianity, and the regular audiovisual presentations. relationship of early Christian literature and ethics to (Jeffrey R. Timm) other Greco-Roman literary and cultural conventions (e.g., Acts and ancient novels). 328. Buddhism and Development (Jonathan Brumberg-Kraus) This special study/tour takes students to Bhutan for three weeks to study Buddhism and develop- 316. Islam: Faith and Practice ment. Traditionally, Buddhism has emphasized Pagan Arabia, the life and teaching of Muhammad, development in the form of individual and collective the spread of Islam, the development of Muslim “psycho-technologies” designed to transform thought, Islamic mysticism and modernism. Course affliction and confusion into enlightenment. In the involves field trips to an Islamic center and inter- case of Bhutan (and for contemporary engaged views with contemporary Muslims. Buddhism in particular), development also concerns (Jonathan Brumberg-Kraus) implementing Buddhist paradigms from the top 322. Judaism: Faith and Practice down by developing Buddhist social theory, in This course introduces the distinctive dimensions economic development, as well as in environmental of Jewish religious and cultural worldviews in and cultural conservation. theory and in practice. Students will study not only During this study/tour, students will examine classic Jewish texts, but also visit local synagogues, development in Bhutan from the bottom up, through visits to monasteries, temples and sacred places, 196 Religion as well as from the top down, i.e. by exploring art and literature in the context of ever-changing contemporary Bhutanese approaches to economic Russian culture, politics and history. Our primary development, to environmental conservation and to gateway is the Russian language. the forces of globalization. Russian and Russian studies offers students (Jeffrey R. Timm) a wide range of courses in the Russian language 340. Seminar on Religion in Anthropological (from the elementary to the advanced level), in Perspective Russian art, culture, film and literature, as well See Anth 340. as history, economics and politics. We have a 342. Liberation Theology traditional major in Russian language and literature Theology is rational reflection upon faith; liberation and an interdisciplinary program in Russian studies theology is reflection by people of faith who find with courses taught by the departments of Russian, themselves in situations of oppression. In this course economics, history and political science. We also we will read the writings of various groups—global offer two minors. Students may choose either the women and men, African American women and traditional major in Russian or the interdisciplinary men, and white women—and their struggles to major in Russian studies. relate Christian and Jewish teachings to liberation. Connections and Capstones (Barbara Darling-Smith) Russian and Russian studies has a few established 357. Indigenous Religions connections, but many more are in the works. A An exploration of the rituals, myths and symbols capstone experience is required of all Wheaton of indigenous religions and the interconnection students. Ours may be fulfilled through course work between these religious forms and native ways of (a senior seminar), but also through research and life. Focuses on Native American religious traditions, other projects. In Russian studies, this might include but indigenous religions in Africa, Australia and pre- presenting your research at the annual Harvard- Christian Europe will also be considered. Wellesley-Wheaton Undergraduate Symposium in (Barbara Darling-Smith) the spring. 399. Independent Study Students are strongly encouraged to experience Advanced students, in consultation with the appro- Russia itself. Wheaton offers several options for priate instructor, may arrange to pursue independent study in Russia on a junior year or semester abroad study on topics not covered by the regular course program. There are also options for summer study offerings. in the United States or in Russia. Students normally get credit for such study, and early consultation with 401. Seminar Selected topics will be chosen to integrate and the department is advised. supplement the work done in the major. Each Students who do outstanding work in either member of the seminar will write a paper and will Russian major may become members of Alpha present an oral report to majors and members of the Epsilon, the Wheaton College Chapter of the Religion Department. National Slavic Honor Society, Dobro Slovo. (Jeffrey R. Timm) Note on rotation of courses: We offer different courses to our majors during their four years of 500. Individual Research Open to majors by invitation of the department for study. Russian literature and culture courses rotate work culminating in a senior honors thesis. on a three-year cycle; a few are on a four-year cycle. Major in Russian Studies The Russian studies major is a broad-based, Russian and Russian interdisciplinary course of study. Students acquire a basic knowledge of Russia and the former Studies Soviet Union through the study of Russian culture, Chair: Francoise Rosset language and literature combined with economics, Faculty: Baker, Powell, Souders, Wilson, Wyss history and politics. This major consists of a minimum of 10 semes- Russian and Russian studies is dedicated to the ter courses. idea that we should approach Russian culture from a holistic point of view, setting traditions of Russian Russian and Russian Studies 197

Russian language Major in Russian Language and Literature Four semester courses selected from: The Russian language and literature major is Russ 110 Beginning Russian I designed to provide students with a sound knowl- Russ 111 Beginning Russian II edge of Russian language, culture and literature. Russ 210 Intermediate Russian I Students who choose this major often have had some prior study of Russian, or they may do sum- Russ 211 Intermediate Russian II mer study or a semester or junior year abroad. Russ 240 Advanced Russian I The major consists of a minimum of nine semes- Russ 241 Advanced Russian II ter courses. Russ 242 Advanced Conversation and Grammar Russian language and literature in Russian Review I Four semester courses, beginning at the advanced Russ 243 Advanced Conversation and Grammar language level: Review II Russ 240 Advanced Russian I Russian literature and culture Russ 241 Advanced Russian II Three semester courses selected from: Russ 242 Advanced Conversation and Grammar Russ 101 Russian Folklore Review I Russ 200 or Russ 300 Russian Literature: Icons to Russ 243 Advanced Conversation and Grammar Revolution Review II Russ 201 or Russ 301 Russian Literature: From Russ 351 Selected Prose Writers Revolution to the Present Russ 352 Russian Poetry Russ 203 Russian Drama Russ 370 Russian for the Arts, Business and Politics Russ 281 Russian Arts and Culture Russian literature and culture courses in English Russ 282 Russian Film Four courses, selected from: Russ 284 Women in Russian Culture Russ 101 Russian Folklore Russ 305 Topics in Russian Literature Russ 200 or Russ 300 Russian Literature: Icons to Russ 351 Selected Prose Writers Revolution Russ 352 Russian Poetry Russ 201 or Russ 301 Russian Literature: From Russ 370 Russian for the Arts, Business and Revolution to the Present Politics Russ 203 Russian Drama Courses in other departments Russ 281 Russian Arts and Culture Three semester courses selected from at least two Russ 282 Russian Film different departments. Courses include: Russ 284 Women in Russian Culture Econ 288 Foundations of Political Economy Russ 305 Topics in Russian Literature Hist 215 History of Russia Senior Seminar Pols 249 Russian Foreign Policy Russ 402 Seminar Pols 255 Russian Politics With permission of the department, the Senior Pols 265 Politics and Society in Eastern Europe Seminar can be replaced with another equivalent Pols 345 Understanding Russian Politics and capstone experience, as long as the student has Society through the Prism of Film taken a minimum of nine courses. Pols 375 The Politics of Social and Economic The major requires a minimum of three courses at Problems in Post-Communist Russia the 300 level or above. Substitutions by permis- Pols 379 National Security Policy sion of the department. A capstone experience The major requires a minimum of three courses is required of all Wheaton students and may be at the 300 level. These may be selected from accomplished through course work, research, or the culture courses or from the courses in other other projects. departments. Substitutions by permission of the Minors in Russian and Russian Studies department. A capstone experience is required of We offer two minors, one entirely in Russian, the all Wheaton students and may be accomplished other an interdisciplinary minor. through course work, research or other projects 198 Russian and Russian Studies

Minor in Russian Language 211. Intermediate Russian II The minor in Russian language, done entirely Continuation of Russ 210. Written and spoken in Russian, requires a total of five courses: four Russian. More fundamentals of Russian grammar, semesters of language courses, and one semester with further emphasis on oral practice, comprehen- chosen from Russ 351, Russ 352 or Russ 370. sion and composition. Class work is supplemented by one hour per week of language laboratory work. Minor in Russian Language and Literature The minor in Russian language and literature allows Advanced language courses students to do part of the course work in English. It Please note that these four courses are not sequen- consists of three language courses and two courses tial. They can be taken in any order. in Russian literature or culture. (The latter courses 240. Advanced Russian I include Russ 101, Russ 200 or Russ 300, Russ Review of Russian grammar. Russian roots and 201 or Russ 301, Russ 203, Russ 281, Russ 284, word formation. Russian syntax and composition. Russ 305. Substitutions possible with departmental Emphasis on vocabulary building. approval) 241. Advanced Russian II Both minors require a minimum of one course Review of Russian grammar. Russian style and at the 300 level or above—this is a college-wide syntax, with emphasis on composition. requirement. 242. Advanced Conversation and Grammar Review I Courses Review of Russian grammar. Emphasis on oral Language courses comprehension and verbal proficiency. We administer language proficiency/placement 243. Advanced Conversation and Grammar Review II tests in September and January each year. A Review of Russian grammar. Emphasis on verbal student may skip the first or the first two years of proficiency and Russian cultural/political vocabulary. Russian and place directly into the advanced-level Literature and culture courses given in Russian courses. Students who have taken two, three or These courses are designed for Russian majors and more years of Russian at the secondary school are conducted in Russian, but are open to all quali- level are expected to place into Russian 210 (or the fied students with permission of the department. Russian 240 series, with departmental permission). 351. Selected Prose Writers 110. Beginning Russian I The study in Russian of selected prose works by some The principal elements of the Russian language, of the following writers of the 19th and 20th centu- including reading, writing, speaking and cultural ries: Pushkin, Lermontov, Pavlova, Gogol, Turgenev, awareness. Emphasis is placed on colloquial lan- Dostoevsky, Tolstoy, Teffi, Chekhov, Zamyatin, guage and the ability to converse in Russian. Class Zoshchenko, Bunin, Solzhenitsyn and Tokareva. work is supplemented by one hour per week of 352. Russian Poetry language laboratory work. A survey in Russian of poets from the early 19th (Francoise Rosset) century to the present. Emphasis both on analysis 111. Beginning Russian II and on reading/performance of poetic works. A continuation of Russ 110 with further empha- (Francoise Rosset) sis on grammar and conversation. Class work is 370. Russian for the Arts, Business and Politics supplemented by one hour per week of language A study in Russian of the special terms, jargon and laboratory work. style used in specific professional fields, including (Francoise Rosset) the art world and museums, international business 210. Intermediate Russian I and politics. Also includes a brief survey of Russian Written and spoken Russian. More fundamentals of computer terminology. Russian grammar, with emphasis on oral practice, (Francoise Rosset) comprehension and composition. Class work is 402. Seminar supplemented by one hour per week of language Integration of the student’s work in previous courses laboratory work. through independent work chosen with the approval of the department. Russian and Russian Studies 199

500. Individual Research a variety of short to full-length plays by such writers Open to senior majors by invitation of the depart- as Pushkin, Gogol, Ostrovsky, Chekhov, Kharms, ment. Gippius, Erdman, Shvarts, Aitmatov, Petrushevskaia and Nina Sadur. Courses given in English (Francoise Rosset) Courses in culture, literature and civilization con- ducted in English are open to all students without 281. Russian Arts and Culture Begins with a brief survey of Russian political regard to foreign language proficiency. Many of history, then focuses on Russian and Soviet art, these courses have connections pending. including some non-Russian works from former 101. Russian Folklore republics of the Soviet period (Georgia, Armenia, A general, interdisciplinary introduction to Russian Latvia, Central Asia). Includes ballet and theatre, culture with special emphasis on folklore, tracing cinema, classical music as well as bard music and its development from pre-Christian times to the formerly underground rock, some literature and present. The course will center on the study of poetry, and art from the icons to the avant-garde to folk tales, epics and ballads; beliefs, traditions and unofficial and official art. superstitions; and the influence of folklore on the (Francoise Rosset) development of Russian literature and art. 282. Russian Film Connections: Conx 20051 Russian History and The course will acquaint you with the culture of Culture modern Russia through its cinema. Lectures with 200. Russian Literature: Icons to Revolution discussion and analysis of a series of Russian films A broad survey course with primary emphasis from Eisenstein to current productions, emphasizing on the classics of the 19th century. The study of content and moral/political issues as well as artistic strong passions and clashing beliefs in 19th-cen- technique. tury Russian literature and culture. Focus on love 284. Women in Russian Culture and social commentary in the works of Pushkin, A historical survey of the cultural and political Lermontov, Gogol, Pavlova, Chekhov, Dostoevsky impact of women in Russia, with emphasis on the and Tolstoy. Cultural materials include icons and 20th century. Works by and about women, including Russian wooden architecture, the myths of St. works by Russian women in politics, literature and Petersburg and Moscow, Russia’s expansion into poetry, theatre and painting. the Caucasus and Siberia, 19th-century music, and (Francoise Rosset) trends in 19th-century painting. 285. Russian Jewish Culture 201. Russian Literature: From Revolution to the This course discusses Russian-Jewish culture and Present its extraordinary role in Russian literary and social The study of Russian literature and culture in the history. The Jews of Russia created an original 20th century, from the turmoil of the Revolution culture that combined profound religious piety with through the terror of Stalin’s Soviet Union to the extreme secularism, and political and aesthetic momentous changes of the 1990s. The focus will conservatism with daring experiments in literature, be on literature and art, grappling with aesthetic arts and film. concerns amid censorship, purges and rapid politi- The course will cover the most important issues cal change. Readings might include: Akhmatova, of Russian-Jewish coexistence and will focus on the Babel, Zamyatin, Nabokov, Gorky, Pasternak, cultural, linguistic and ideological transformation of Solzhenitsyn, Bitov, Baranskaia, Tokareva, Russian Jews in the late 19th and the 20th centu- Petrushevskaia. Cultural materials cover the avant- ries, from pious Yiddish-speaking shtetl dwellers to garde, Soviet theatre and ballet, samizdat and other secular Russian-speaking urbanites. Literary works unofficial art, glasnost and the new trends of the of major 19th- and 20th-century Russian writ- past few years. ers, and guest lectures on art, religion, history and 203. Russian Drama political history, will provide the primary material for A survey of modern Russian theatre, including discussion. Taught with the Department of Religion. some opera and ballet. The course includes a 300. Russian Literature: Icons to Revolution brief history of Russian theatre and its traditions in Advanced version of Russ 200 Russian Literature: directing and set/costume design. Readings include Icons to Revolution 200 Russian and Russian Studies

301. Russian Literature: From Revolution to the problems section takes an in-depth look at specific Present social problems such as pollution, poverty and crime. Advanced version of Russ 201. 190. Self and Society 305. Topics in Russian Literature This course examines theoretical modes of Topics will vary to meet student demand and interest sociological inquiry and empirical research through and might include: the Russian novel, the Silver Age, an in-depth study of the self and society. Through Soviet classics, Russian women writers, or others. classical and contemporary readings, five areas are explored: the construction of the self; socialization and sexuality; the power of social structures and circumstances; deviance; and globalization and Sociology social change. 232. Social Psychology Chair: A. Javier Trevino See Psy 232. Faculty: Grady, Kim, McCormack, Yllö 301. Sociological Theory The sociology program focuses on human social The primary objective of this course is to provide a behavior, social organization and cultures, and broad overview of the major sociological theorists contemporary social problems. Issues of race, and theories. Accordingly, the student will become ethnicity, class, gender, sexuality, religion and tech- familiar with the classical (pre–World War II) as nology—within both the United States and global well as with the contemporary (post–World War II) context—are addressed in a wide range of courses. theoretical paradigms in sociology. Students will cultivate their sociological imaginations as they Major learn to apply the theories. The major program in sociology requires 10 courses (A. Javier Trevino) and must include: Soc 190 Self and Society 302. Research Methods in Sociology An introduction to the scientific method and its Soc 272 Analyzing Social Trends or application to sociological research. Topics include Math 141 Introductory Statistics formulation of research problems, sampling, mea- Soc 301 Sociological Theory surement, data collection and analysis. Emphasis is Soc 302 Research Methods in Sociology on research design. Soc 402 Senior Seminar or (Kersti Alice Yllö) Soc 403 Senior Pro-seminar or two semesters of 402. Senior Seminar Soc 500 Individual Research A semester of directed research in which students Students are expected to take Soc 190 in their receive individual attention while carrying out an freshman or sophomore year, Soc 301 and Soc 302 empirical study. The seminar offers guidance and in their junior year and Soc 402 or Soc 403 in their a framework for the many stages of the research senior year. Students must also take Soc 272 or process. Students will be expected to produce a Math 141. thesis and present it publicly in February. (John Grady, Kersti Alice Yllö) Minor The minor in sociology requires five courses, one of 403. Senior Pro-seminar The pro-seminar deals with conceptual analysis which must be at the 300 level. and critiques of theories, methodologies and Courses paradigms employed by sociologists and by differ- ent sociological schools of thought. Various themes Introductory/core courses are explored through the application of concepts, 104. Contemporary Social Problems theories, paradigms and sociological imagination. This course is organized into three sections: First, the A senior thesis and an oral defense of the thesis social action section deals with how social change are required. can be realized through the implementation of politi- (A. Javier Trevino, Hyun Sook Kim) cal strategies and tactics in the creation and/or alleviation of problems of moral indignation. The 500. Individual Research Open to majors at the invitation of the department. theory section provides major sociological perspec- tives for examining certain public issues. Finally, the Sociology 201

Deviance and social control local and global impact of colonialism and capital- ism and struggles to confront deepening forms of 211. Criminology oppression, injustice and inequality. This course provides a multidisciplinary approach to (Hyun Sook Kim) understanding crime and criminal behavior. The indi- vidual actor, the social environment, the law and the Connections: Conx 20041 Colonial Encounters, criminal justice system will be examined in order to Conx 23011 Revolution! better understand violent crime, juvenile delinquency, 210. Inequality gangs, organized crime, white-collar crime, etc. We What is social “class” and how do we understand will also focus on the alternative of restorative justice. class inequality? How does one’s “class” position (A. Javier Trevino) shape one’s social standing and life’s chances? 221. Deviance and Social Control The course focuses on class analysis from various The primary objective of this course is to develop a perspectives and investigates social stratification, sociological and critical analysis of various types of inequality, mobility, poverty, wealth, power, domina- deviant behaviors and deviant statuses, including tion and commodification in the globalized world. criminality, delinquency, alcoholism, mental illness, (Hyun Sook Kim) physical defects, etc. 230. Race and Ethnicity (A. Javier Trevino) This course focuses on historical and contemporary 240. Conflict and Genocide issues of race and ethnic inequalities in the United The course offers a comparative study of geno- States. Our goal is to examine sociological theories cides, which are examined in relation to modernity, of race and ethnic relations and to understand how colonialism, nation-building, wars and postcolonial- the social construction of race and racism have ism. It also investigates why some cases of mass influenced organizations, institutions and identities. killings have not been acknowledged as genocides. Connections: Conx 23007 African Diaspora in New (Hyun Sook Kim) World, Conx 23010 Black Aesthetics, Conx 23011 Revolution! 311. Violence against Women This seminar explores the nature of violence 260. Gender Inequality against women, focusing on current research on How do we learn to be women and men? How woman battering, rape, child sexual abuse and are our cultural beliefs and social institutions gen- pornography. Students will compare theoretical dered? How do different sociological and feminist approaches and will critically examine empirical theories illuminate gender relations? How can we research. The impact of race, ethnicity and class better understand the perpetuation of inequality by on the abuse experience are considered. A major examining images of women in the media, sexism part of the seminar involves original research by in language and violence against women? How is students on an issue of their choice. The semester sexism related to racism, class stratification and will culminate in a symposium on violence against heterosexism? women organized by seminar members. (Kersti Alice Yllö) (Kersti Alice Yllö) Connections: Conx 20008 Gender Inequality: Sociological and Literary Perspectives, Conx 23004 Inequality and social change Gender 095. Cultures, Communities and Change 270. Immigration Taught in Vietnam and Cambodia, this three-week There are currently massive and rapid move- course focuses on the socioeconomic, cultural and ments of people across national borders for jobs, political change of Southeast Asia. The course is residence, political asylum, family integration, field based and includes the study of local markets, trade, business and tourism. This course explores factories, agricultural coops, housing projects, NGO multiple causes and consequences of immigration. programs, museums, and historical sites. Depending on the instructor, this course will focus (Hyun Sook Kim) on global migration (Kim) or immigration in the U.S. 200. Social Movements context. The course examines national liberation move- (Hyun Sook Kim) ments, social revolutions, and labor and environ- 280. The Asians and America mental justice movements. The course explores the A multidisciplinary study of social and cultural encounters between Americans of Asian descent 202 Sociology and America as an empire. The course examines for public policy. Should doctors control health topics such as Orientalism, colonialism, Asian wars, care? Should medicine be socialized? Has medicine capitalism, slavery, “coolie” labor, racial exclusion, made us healthier? Does our system of health care citizenship restrictions, and transnational and devalue women? The course will investigate these Panethnic solidarity movements. and other questions. (Hyun Sook Kim) (John Grady) Connections: Conx 20041 Colonial Encounters 235. Families in Transition 298. Experimental Course: Mapping Disaster: Has the obituary for the American family been writ- Introduction to Geographic Information Systems ten prematurely? How can we better understand (GIS) contemporary families by studying families cross- This course will introduce students to Geographic culturally and in diverse social and racial/ethnic Information Systems (GIS), a powerful software for groups? How does a social scientific analysis mapping and spatial analysis. It will focus on map- illuminate the nature of gender, dating, marriage, ping and analyzing environmental and socio-eco- parenting, violence and divorce? We explore the nomic data. Topically, the course will concentrate changing nature of the family as an institution as on the issues and challenges raised in the Gulf well as the transitions individual families undergo. Coast area generally and New Orleans in particular (Kersti Alice Yllö) by the events leading up to, the impact of, and the 255. Living in Cities: Urban Sociology long-range consequences of Hurricane Katrina. Cities are the most important form of settlement in (John Grady, Jenni Lund) the modern world. They are workshops of innovation 310. Beyond Global Feminism in technology, culture and manners. Because the city This is a course on feminist epistemology. It is a settlement and not an institution, the course will examines how various forms of feminist knowledge encourage students to use methods and concepts are constructed and deconstructs notions such as derived from several disciplines to understand the “woman,” gender, gender oppression, patriarchy, city. The course explores the organization, growth women’s liberation, women’s rights,and sisterhood. and conflicts of a number of the world’s major cities. The course examines contentious debates about (John Grady) and among Western, Third World, global, postcolo- 285. Latino Community nial, poststructural and transnational feminisms. The course will examine the various Latino popula- (Hyun Sook Kim) tions in the United States: Mexican Americans, Connections: Conx 23006 Sexuality Cuban Americans, Puerto Ricans, Dominicans, etc. Issues that are unique to these populations will Institutions and social organization be considered: culture (normative and esthetic), 175. Media and Society bilingualism, the immigrant experience, family life, The role and influence of the media in contempo- the church, education and so on. rary societies, with specific attention to questions (A. Javier Trevino) regarding: the influence of the media over people’s Connections: Conx 20058 Latino Culture lives in “mass society,” the political ideology inher- ent in mass media messages, the organization 315. Society, Technology and the Environment of media industries and the media as means for Have our cities created a way of life that is impos- subcultural expressions. sible to sustain? Is our technology out of control? How should we relate to our environment? We will 215. Working: Society and the Meanings of Work consider these and other questions in an explora- What role does work play in people’s lives? Why is tion of the impact that our social relations and work organized the way that it is? Should it or can technological systems have had on the conditions it be changed? How does work affect the way that of human existence in contemporary society. people treat each other? Can work be controlled and (John Grady) managed? This course will address these questions Connections: Conx 23009 The Environment while investigating the social, political and cultural forms of work in the United States and Japan. 322. Sociology of Law (John Grady) This course examines the interrelations between law and various aspects of society. It employs a 225. Health and Medicine comparative and historical approach and addresses This course will examine medicine as an institution such questions as: How and why does law develop? and explore the consequences of its organization Statistics 203

Under what social conditions does a differentiated edited movie on some aspect of the town’s history, legal system emerge? How do legal systems vary lifestyles or culture. Student access to a video with different forms of social institutions? camera is recommended. (A. Javier Trevino) (John Grady) 340. Gender and Health 392. Feminist Research This course focuses on constructions of gender This seminar examines critiques of traditional social and sex and their implications for understanding science and its methods, focusing on the controver- determinants of population health. It considers how sies that surround the scientific method, objectivity, gender roles, race/ethnicity, class, culture, and politics and the purpose of research. We will explore frameworks of addressing gender and biological “feminist methodology” and debate whether such a sex “shape” conceptions, questions, explanations thing even exists. The seminar also focuses on mod- and interventions for the societal patterns of health, els of feminist research and looks at the connections disease and well-being. between the personal, political and intellectual. (Kersti Alice Yllö) Specialized methods 272. Analyzing Social Trends Have you ever wondered whether the population is growing too fast? How many of us are poor? How Statistics ethnically diverse are we? Is the American family falling apart? These questions are debated all the Coordinator: Michael Kahn time in the media. But are they telling the whole story? This team-taught course will provide the key Statisticians work with information collected by sci- to analyzing descriptive statistics—including how entists and decisionmakers in the hope of making they are constructed, displayed and disseminat- sense of complicated questions. Statistics is con- ed—to illuminate the stories that lie hidden behind cerned with approaches for gathering, managing, the headlines. organizing, analyzing and presenting information. (John Grady) It helps scientists and decisionmakers of all kinds learn from experience and make decisions in the 282. Visual Sociology What do snapshots, home movies and advertising presence of uncertainty. Good statistical practice tell us about modern societies? What role should requires familiarity with probabilistic ideas and in- graphic design play in social research? What do cludes the ability to design experiments or surveys; we do when we go to the movies (whether in to summarize and analyze observational data; to Calcutta or Boston), and what do we see when we build mathematical models with probabilistic com- get there? These are a few of the questions that ponents; and to draw conclusions while quantifying social scientists ask as they produce or interpret the uncertainty associated with those conclusions. the images that the camera has made, which play Minor an ever-more important role in how we view and The minor consists of a minimum of five courses, conduct our lives and communicate with others. only one of which may be counted both for the (John Grady) minor and for the student’s major. Connections: Conx 23012 Visualizing Information Required courses 292. Documentary: Sociological Movie Making How can social scientists use video to carry out Math 141 Introductory Statistics or social research and to communicate what they dis- Math 151 Accelerated Statistics and cover? What are the opportunities (and the pitfalls) Math 251 Methods of Data Analysis that visual expression poses for the student? What Discipline-specific advanced course are the strengths and weaknesses of the documen- At least one 300-level course that incorporates tary and photojournalistic tradition and how is that statistical methods in a discipline-specific context. tradition connected to the social sciences? This One course chosen from: course will enable students to develop the analytic and practical skills necessary to produce a visual Econ 330 Applied Econometrics essay. The focus of the course is on documenting Math 342 Mathematical Statistics the town of Norton and each student will produce Psy 340 Laboratory in Social Research Methods an independent project consisting of a digitally Psy 343 Laboratory in Cognitive Psychology 204 Statistics

Psy 345 Laboratory in Developmental Psychology junior year. Popular programs include the National Psy 348 Laboratory in Animal Communication and Theatre Institute in Waterford, Connecticut, Cognition London’s British American Drama Academy and Chem 331 Analytical Chemistry I the Boston University Internship Program. Students Soc 302 Research Methods in Sociology have also participated in programs in France, Ireland, Australia and New Zealand. Mathematical foundation In an effort to gain valuable theatre experience One course chosen from: in a professional setting, students also frequently Comp 115 Robots, Games, and Problem Solving arrange internships with area companies. Past Math 101 Calculus I connections have been established with Trinity Math 102 Calculus I with Economic Applications Repertory Company in Providence, American Math 221 Linear Algebra Repertory Theatre in Cambridge, the Huntington Math 241 Theory of Probability Theatre in Boston and the Roundabout Theatre in New York. Elective One additional course chosen from either of the Major two lists above, or an independent study (399) with The major in theatre studies and dance is admin- approval of the minor’s coordinator. istered jointly by the Theatre and English depart- ments. It includes a minimum of twelve courses: eight from theatre and four from English (or other departments offering dramatic literature courses Theatre Studies and during a given semester—see explanation below). Dance Three concentrations are available within the major: acting/directing, theatre design and dance. Coordinators: Paula Krebs and Andrew Howard The major must include three courses at or above Faculty: Burlington, Conway, Fox, Madden, the 300 level. Meehan, Mrozowski, O’Dell, Stenger Required courses The Department of Theatre Studies and Dance of- English fers students a wide array of courses in acting, di- Four courses from the English Department, includ- recting, theatre design and history, dance, dramatic ing at least one course in Shakespeare (Eng 309 literature, playwriting and film theory. Central to the or Eng 310) and three courses from among the department’s mission are the development of com- following: munication skills—both oral and written—careful Eng 241 Modern Drama attention to how theatre and dance function as collaborative art forms, and an emphasis on theatre Eng 242 Hollywood Film since 1970 and dance as windows to diverse cultures, lifestyles Eng 246 Modern Irish Literature and intellectual perspectives. Eng 249 Hollywood Genres The Watson Fine Arts Center contains two Eng 258 Introduction to Film Studies performance spaces: the Dorothy Littlefield Weber Eng 273 Malcontents, Monarchy and Revenge in ’38 Theatre, a 350-seat proscenium house with Early Modern Drama a modular thrust, and the Kresge Experimental Eng 274 Restoration Theatre and Beyond Theatre, a “black box” with flexible seating that can Eng 287 Writing for Performance accommodate up to 120 spectators. Productions Eng 288 Playwriting: Form and Craft in these theatres, directed by both faculty and Eng 348 Sexual Politics of Film Noir students and numbering an average of six per year, cover a lot of territory: everything from an annual Eng 357 Cinema and the City Dance Concert and New Plays Festival to ancient Eng 388 Advanced Playwriting Greek tragedy, modern realism, Shakespeare, farce, With permission from English and Theatre Beckett, musicals, and Moliere. Department chairs, dramatic literature courses of- Students are encouraged to study away from fered through other departments (e.g., Musc 292 or Wheaton for at least one semester during their Clas 254) may be used to satisfy this requirement. Theatre Studies and Dance 205

Theatre 102. Public Speaking Thea 103 Introduction to Theatre This course provides the student with greater Thea 275 The History of Western Theatre self-confidence and ease with speaking, while Thea 276 Non-Western Theatre and Performance enhancing use of language, delivery, and organiza- tion. Students will participate in an intensive series Thea 371 Ensemble Experiments of prepared speeches, debates, and impromptu Concentrations exercises. Appropriate for all majors. Three credits in one of the following areas of (Jennifer Madden) specialization: 211. Intermediate Acting Acting/Directing This course takes the acting fundamentals put Thea 101, Thea 202, Thea 211, Thea 311, Thea forth at the beginning level to a critical next step. 351 Students confront the emotionally high stakes of more demanding and more complicated dramatic Theatre design worlds. The plays of Russian writer Anton Chekhov Thea 203, Thea 204, Thea 205, Thea 302 serve as an important focal point in the class. Dance Limited to sophomores, juniors and seniors. Thea 110 and Thea 140 or four semesters of Thea (Stephanie Burlington) 320, and either Musc 262 or Musc 292 298. Experimental Course: Scene Painting This course introduces the techniques of scene All acting/directing and dance concentrators must painting through practical projects, in a studio take one course from theatre design. All theatre format. Students will learn traditional methods of design concentrators must take one course from scenic painting, including layout, faux finishing, rep- either acting/directing or dance. resentational painting, related skills, and proper tool With careful planning and appropriate approval, use and care. If applicable, the class will paint the double majors and self-designed majors are also scenery for the Theatre Department’s production. welcome possibilities. (Jane Stein) Minor 351. Advanced Acting The theatre studies and dance minor consists of Focus on the proper use and all-too-frequent mis- at least five interrelated courses, at least one of use of “style” in the theatre. The class encounters which normally will be at the 300 level. The minor via readings, games, improvisations and presenta- includes Thea 103, Thea 371 and three other tions the worlds of Greek and Shakespearean courses approved by the department chair in one tragedy and absurdist tragicomedy. Students must or more of the following areas of specialization: keep a weekly journal and present at least three acting/directing, theatre design, theatre history, scenes. Limited to juniors and seniors. dance, dramatic literature, playwriting and film Connections: Conx 20046 The Greeks on Stage theory. In special circumstances and with approval from all department faculty, minors may substitute Directing independent projects for Thea 371. 202. Beginning Directing Examination of the myriad theories/practices of play Courses direction with special emphasis on the fundamen- Acting tals of script analysis, overall organization, use of 101. Beginning Acting space and collaborative creation. Practical directing Students in this course are introduced to the problems encountered via scene work from plays internal and external demands of turning psychol- both classical and modern. ogy into behavior. The bare necessities of investing (Stephanie Burlington) yourself in the moment, genuinely talking and 311. Intermediate Directing listening, playing objectives and personalizing This course takes directing fundamentals put forth material are initially explored via games, improvi- at the beginning level to a critical next step. Strong sations and exercises. A midsemester monologue emphasis on what is meant by directorial concept, and final scene are also presented. vision or interpretation and how it affects the col- (Stephanie Burlington) laborative work that is theatre. Students direct both original and established scripts. 206 Theatre Studies and Dance

399. Selected Topics es, carnivals and religious rites from Melanesia and Independent research and/or practicum at the Asia (Papua New Guinea, India, Sri Lanka, Japan, advanced level monitored by a faculty member. China, Korea, Tibet, Java and Bali), the Caribbean and Africa. Live performance and film complement Theatre design assigned readings of scripts, theoretical writings 203. Introduction to Scene Design and anthropological studies. Development of critical thinking through the study (Jennifer Madden) of design development, scenic styles, elements 292. American Musical Theatre of design and methods of visual presentation of A survey of American musical theatre focusing on scenic design. Design projects range from script three areas: the African American experience, the analysis to collage, color and 3-D visual presenta- American view of Asia and the romantic treatment tions. of American history. Emphasis on film viewing and (Clinton O’Dell) discussion. This course is cross-listed with the 204. Introduction to Costume Design Music Department. Development of critical thinking from a costume (Ann Sears) designer’s viewpoint. Emphasis will be given to Dance script analysis, period research, fabric, color theory and the sketching of finished costume renderings. 110. Jazz Dance (Clinton O’Dell) Introductory through intermediate jazz dance tech- nique, including the study of body isolations, synco- 205. Stagecraft pation and specific jazz dance traditions. Emphasis is Examination of the technical challenges encoun- placed on enhancing musical and rhythmic phrasing, tered in mounting a major production. Backstage efficient alignment, clarity in complex movement procedures, construction techniques, theatre combinations and the refinement of performance safety, tool operation and maintenance, drafting, style. A working knowledge of jazz dance is the materials and supplies. Students will be assigned desired goal of this course of study. crew positions in department productions as a (Cheryl Mrozowski) practical aspect of their training. Connections: Conx 20001 Human Biology and 302. Introduction to Lighting Design Movement An examination of the fundamental principles of 140. Ballet light. The development of original design projects Introductory through intermediate study of the from the perspective of a lighting designer. The principles and vocabularies of classical ballet. Class skills of a lighting designer: script analysis, draft- comprises three sections: barre, center and allegro. ing, instrument and color selection. Students will Emphasis is placed on correct body alignment, be assigned crew positions in department produc- development of whole body movement, musical- tions as a practical aspect of their training. ity and the embodiment of performance style. The 399. Selected Topics fundamental requirements of classical dance are Independent research and/or practicum at the taught in conjunction with dance combinations. advanced level monitored by a faculty member. (Cheryl Mrozowski) Connections: Conx 20001 Human Biology and Theatre history Movement 275. The History of Western Theatre Focus on the evolution of Western drama from 320. Dance Company This course offers an in-depth exploration of ancient to modern times. Diverse theatrical styles, the aesthetic and performing issues surround- movements and production modes are examined ing specific dance idioms—ballet, modern, jazz via scripts, research projects and videotapes. and others—through the study and performance (Jennifer Madden) of selected repertory works. Students receive a 276. Non-Western Theatre and Performance half-credit for participation in the Wheaton Dance An overview of various non-Western performance Company. Limited to four semesters. traditions and methodological approaches. The (Cheryl Mrozowski) course investigates a wide variety of performanc- Women’s Studies 207

399. Selected Topics Independent research and/or practicum at the Urban Studies advanced level monitored by a faculty member. Coordinator: John Grady Faculty: Allen, Williams Other courses 020. Rehearsal and Production An interdepartmental minor in Urban Studies is Students receive a half-credit for participating as offered by the Departments of Political Science and actors, assistant directors, designers, stage manag- Sociology. ers or technicians in a faculty-directed mainstage Minor production. Limited to two semesters. The minor consists of six courses: 103. Introduction to Theatre Pols 200 Modern Political Inquiry: An Introduction to A survey of plays from the ancient Greeks to the Research Methods present with an emphasis on how to transform or Soc 302 Research Methods in Sociology the written word into relevant live performance. Pols 321 Public Administration and Public Policy Appreciation of the theatre through a brief study of its history, acting-directing-design theory and or Econ 252 Urban Economics practicum, and discussion of tragic vs. comic Pols 201 Contemporary Urban Politics visions. Soc 255 Living in Cities: Urban Sociology 199. Selected Topics Urb 301 and Urb 302 Fieldwork in the Urban Independent research and/or practicum at the Community introductory level monitored by a faculty member. Courses 215. Theatre and Social Change A course that investigates how theatre can be 301. Fieldwork in the Urban Community Individually designed and supervised fieldwork in used to help communities talk about difficult issues agencies of state and local government; community regarding race, ethnicity, sexuality, gender, eco- service organizations; and programs and nonprofit nomic status, religion and politics. Writers and/or associations in Boston, Providence and surrounding performance artists studied include Anna Deavere communities. Seminars integrate fieldwork with the Smith, Moises Kaufman, Tony Kushner, Danny Hoch academic program. and Suzan-Lori Parks. (Stephanie Burlington) 302. Fieldwork in the Urban Community Connections: Conx 23011 Revolution! See Urb 301 Fieldwork in the Urban Community 299. Selected Topics Independent research and/or practicum at the intermediate level monitored by a faculty member. Women’s Studies 371. Ensemble Experiments Development of a theme-based theatre project, Coordinator: Kim Miller including the writing and performance of a script, Academic advisor for the major: Beverly Lyon Clark the design of sets, lights and costumes, and the Faculty: Boroviak, Bryant, Buck, Caba, Cathcart, preparation of effective publicity. This is the Theatre Celada, Chandra, Christian, Darling-Smith, Dearing, Studies and Dance Department’s senior seminar/ Evans, Fhagen-Smith, Gabriele, Huiskamp, capstone experience. Students may petition for an Kendrick, Kerner, Kim, Kirkpatrick, Krebs, Lane, alternative capstone. Limited to senior majors and Lee, Luis, Maher, Mathis, McCormack, Meehan, minors. John Miller, Muller, Murphy, Murray, Quinn, Rosset, Sahar, Sears, Standing, Stenger, Tierney-Tello, 500. Individual Research Tomasek, Walsh, Wyss, Yllo Honors thesis work monitored by one or more faculty members. Women’s studies is an interdisciplinary major explicitly geared toward the study of women and their gender roles. By encouraging students to examine the new scholarship on women in relation to traditional materials, women’s studies involves 208 Women’s Studies a “re-vision” of knowledge. The major in women’s Electives studies provides students with a critical framework Two of the following not used above: that allows them to examine women’s issues Anth 255 Women in Africa across the curriculum as well as in the world at Anth 260 Women and Development large. Anth 350 Gender and Social Organization Major Arth 336 Sex and Death in Early Modern Venice The major in women’s studies consists of at least Clas 266 Women, Power and Paganism nine courses, including Introduction to women’s Econ 233 Sweatshops in the World Economy Studies, Feminist Theory, and the Senior Seminar. Econ 241 Women in U.S. Economy Three or more additional courses must be taken at Eng 236 Sex, Work and the Victorians the 300 level or above. Students are encouraged to pursue a concentration within the major; possible Eng 240 Gender, Genre and Poetry concentrations include: social science, humanities, Eng 247 African American Women’s Literature arts or a particular social issue or theme. Women’s Eng 272 Romancing the Novel studies majors are urged to pursue internships, Eng 348 Sexual Politics of Film Noir service learning opportunities and independent Eng 377 Feminist Criticism research that will complement their course work in Fr 331 Other Voices, Other Stories: Great Works by women’s studies. Women from France and the Francophone World Introduction and Theory Hisp 370 Studies on Hispanic Women Writers Wmst 201 Introduction to Women’s Studies Hist 225 Women in East Asia: Japan and Korea Wmst 312 Feminist Theory Hist 227 Women in East Asia: China Wmst 401 Senior Seminar: Topics in Women and Hist 232 Women in North American to 1790 War Hist 233 U.S. Women, 1790–1890 Women in U.S. Society Hist 234 U.S. Women since 1890 Two of the following: Hist 313 Issues in the History of Women in Europe Econ 241 Women in U.S. Economy Hist 340 Gender and Work in the 19th-Century Hist 232 Women in North American to 1790 United States. Hist 233 U.S. Women, 1790–1890 Hist 341 Sex and Culture in the 19th-Century United States Hist 234 U.S. Women since 1890 Itas 235 Italian Women Writers in Translation Soc 260 Gender Inequality Phil 255 Feminism, Philosophy and the Law Other courses may qualify with permission of the women’s studies advisor. Pols 025 Legal Issues in Public Policy: The Law of Sexuality and Gender Women in International Perspective Psy 261 Psychobiology of Sex and Gender Two of the following: Psy 235 Human Sexuality Anth 255 Women in Africa Psy 290 Psychology of Women Anth 260 Women and Development Rel 142 Religion and Sexuality Anth 350 Gender and Social Organization Russ 284 Women in Russian Culture Clas 266 Women, Power and Paganism Soc 260 Gender Inequality Econ 233 Sweatshops in the World Economy Soc 310 Beyond Global Feminism Fr 331 Other Voices, Other Stories: Great Works by Soc 311 Violence against Women Women from France and the Francophone World Soc 340 Gender and Health Hisp 370 Studies on Hispanic Women Writers Soc 392 Feminist Research Hist 225 Women in East Asia: Japan and Korea Wmst 315 Black Feminist Theory Hist 227 Women in East Asia: China Wmst 399 Independent Study Itas 235 Italian Women Writers in Translation Wmst 500 Individual Research Russ 284 Women in Russian Culture Soc 310 Beyond Global Feminism Women’s Studies 209

Minor Italian The minor in women’s studies consists of five or Itas 235 Italian Women Writers in Translation more courses: Wmst 201, at least one 300-level Philosophy course, and three electives, only one of which Phil 255 Feminism, Philosophy and the Law may be taken at the 100 level. Students who Political Science have completed at leat one 300-level theory class Pols 025 Legal Issues in Public Policy: The Law of (Wmst 312 or Wmst 315) are strongly encour- Sexuality and Gender aged to take Wmst 401, the Senior Seminar (with permission of the instructor). Students are Psychology Psy 261 Psychobiology of Sex and Gender encouraged to do an interdisciplinary independent Psy 235 Human Sexuality study and related internships. Psy 290 Psychology of Women Women’s Studies Courses Religion Anthropology Rel 142 Religion and Sexuality Anth 255 Women in Africa Russian Anth 260 Women and Development Russ 284 Women in Russian Culture Anth 350 Gender and Social Organization Sociology Art History Soc 260 Gender Inequality Arth 336 Sex and Death in Early Modern Venice Soc 310 Beyond Global Feminism Classics Soc 311 Violence against Women Clas 266 Women, Power and Paganism Soc 392 Feminist Research Economics Women’s Studies Econ 233 Sweatshops in the World Economy Wmst 201 Introduction to Women’s Studies Econ 241 Women in U.S. Economy Wmst 312 Feminist Theory English Wmst 315 Black Feminist Theory Eng 236 Sex, Work and the Victorians Wmst 399 Independent Study Eng 240 Gender, Genre and Poetry Wmst 401 Senior Seminar: Topics in Women and Eng 247 African American Women’s Literature War Eng 272 Romancing the Novel In addition, many departments offer special Eng 348 Sexual Politics of Film Noir courses and seminars with topics applicable to the major or minor. Please see the women’s studies Eng 377 Feminist Criticism advisor for permission to count the course toward French either the major or minor. Fr 331 Other Voices, Other Stories: Great Works by Women from France and the Francophone Courses World 201. Introduction to Women’s Studies Hispanic Studies An introduction to topics and themes in women’s Hisp 370 Studies on Hispanic Women Writers experiences from a cross-cultural, historical and interdisciplinary perspective. Topics may History include women’s historical roles in the family, Hist 225 Women in East Asia: Japan and Korea the workforce and public and private spheres in Hist 227 Women in East Asia: China different societies; the psychology of changing Hist 232 Women in North American to 1790 gender roles; images of women and how they are Hist 233 U.S. Women, 1790–1890 constructed; women’s perspectives in literature Hist 234 U.S. Women since 1890 and in the sciences; and the roots and prospects Hist 313 Issues in the History of Women in Europe of the contemporary women’s movement. Hist 340 Gender and Work in the 19th-Century United States 298. Experimental Course: Global Feminisms Hist 341 Sex and Culture in the 19th-Century This course covers feminism and feminist con- United States cerns from a multicultural perspective, showcasing the voices of non-Western feminists on topics 210 Women’s Studies ranging from the definition of “women,” to the im- through reading the writings of Black feminists. We pact of race relations on feminism and vice versa, will also study the ways in which women and men to the worldwide and urgent problem of violence have worked together, toward the eradication of against women. race and gender inequality, among other systems Some of the themes we will explore will include of oppression, which have historically subjugated different definitions of gender (for both women and Black women. Although emphasis will be placed men) and how this influences the lives of actual on Black feminist traditions in the United States, people in different cultures; the issue of biology at the end of the semester we will consider Black and the female body, and how the body is operated feminism in global perspective. upon, constrained, referred to, and symbolized (Kim Miller) in different cultures and by different feminists; Connections: Conx 23007 African Diaspora contraception, reproductive capability, and the role in New World of motherhood; the public and private spheres and women’s roles in these; social networking; sexual- 399. Independent Study Advanced students, in consultation with an instruc- ity; poverty and inequality; and other concerns tor, may arrange to pursue independent study on brought up by various feminists. topics not covered by the regular course offerings. (Keridwen N. Luis) 401. Senior Seminar: Topics in Women and War 312. Feminist Theory A semester of directed reading and research where This advanced-level course is designed to explore students will examine significant issues at the in depth many of the theoretical frameworks and forefront of feminist theory and research, as well methodological issues that are touched upon in as the principal theoretical debates within the field women’s studies and gender-balanced courses. of women’s studies. Topics chosen for discussion The course focuses on historical and contemporary will depend on class interest, recent research, and writings from a range of perspectives, including lib- timeliness. Potential topics include postcolonial eral feminism, radical feminism, socialist feminism feminisms, women and war, and black feminist and postmodernism. Special topics such as racism, theory. lesbianism and international women’s issues are Students will pursue an original research also examined. project and will produce a thesis as their capstone Connections: Conx 23005 Women in the United to the major. Students and instructor will meet States, Conx 23006 Sexuality regularly in a seminar setting to discuss readings 315. Black Feminist Theory and the stages of the research project. The class will examine critical and theoretical (Kim Miller) issues in Black feminism from the 19th century to 500. Individual Research the present, focusing on the influential contem- Open to senior majors by invitation of the program. porary Black feminist intellectual tradition that All other interested students should speak with the emerged in the 1970s. From this perspective, program coordinator or women’s studies academic students will explore certain themes and topics, advisor. such as work, family, politics, and community, 211 Selected Endowed and Other Named Funds

Faculty Funds Helen E. Clark ’60 Faculty Fund: Fischer Endowed Faculty Fund in Established in 1986 by Helen E. Arts Center Endowment Fund: This Classics: Established in 1985 by Ariail fund was established for the support Clark, Class of 1960. Fischer Gores ’69. and maintenance of the new arts Clemence Family Endowed Fund Fisher-Symmes-Morsh Faculty center project. for Faculty and Student Research: Fund: Established in 1989 by Joseph Established to underwrite the expense Ruth Gordon Archer ’24 Physical E. Morsh, husband of Edith Symmes associated with independent student- Education Endowment Fund: Morsh ’20, and activated upon his Established in 1997 through the ma- faculty study opportunities. The death in 1996. income will support student stipends tured life income gifts of Ruth Gordon Mary Tibbetts Freeman Faculty and faculty remuneration, purchase Archer ’24 in memory of her aunt, Fund: Established in 1984 by Sara S. Thrasher. project equipment and materials, and Margaret Joy Tibbetts ’41 in memory underwrite registration and travel Patricia Higgins Arnold ’66 and of her sister, Mary Tibbetts Freeman, costs for academic conferences and Class of 1938. Christopher B. Arnold Fund for research. Faculty Enrichment: Established Susan Srodes French ’61 Faculty Copeland Fund: Established in 1992 in 1997 by Patricia Higgins Arnold Fund: Established in 1989 by the ’66, member of the Wheaton College by a bequest from the estate of Class of 1961 for salaries for history Board of Trustees. Marion H. Copeland ’24. professors. Deemer Fund: Established in 1979 Jane Simpson Bemis ’39 Faculty Debra Glidden ’68 Music and Theatre with gifts from Mr. and Mrs. Kenneth Fund: Established in 1988 by Jane Endowed Fund: Established in 1997 Simpson Bemis, Class of 1939, for C. Deemer (Louise McKeon Deemer, by Debra Glidden, Class of 1968, support of faculty salaries, research Class of 1933), income is to be used to support the Music and Theatre and other academic pursuits. for the acquisition of art for the gal- Departments. lery located in Watson Fine Arts. Robert C. and Mary Priedeman Elizabeth Godfrey ’30 and Elizabeth Caroline C. Edwards ’70 Fund for Brown ’43 Faculty Fund: Established Johnson Pingree ’30 Faculty Fund: in 2001 to create a faculty chair in Film and Visual Studies: Established Established by Margaret Mudge, Class urban planning and the environment. in 2005 by the generosity of Caroline of 1930, to support faculty salaries in While the fund is ultimately intended C. Edwards ’70. the Music Department. as a faculty chair, until the contributed Caroline C. Edwards ’70 Professor of Eric G. Goullaud Faculty Fund: value of the fund reaches $1.5m, the Film Production and Visual Studies: Income from this fund to be used to income from the fund will be made Established in 2005 by the generosity support faculty. available annually to the faculty for the of Caroline C. Edwards ’70. Edward N. and Charlotte Corlew support of programs, activities, and Edith Baird Eglin ’57 Faculty Fund: purchases that support active learning Hartley ’30 Faculty Fund: Established Established in 1984 by Edith Baird in 1987 through a gift from the trust related to balancing urban issues and Eglin, Class of 1957. natural resources. of Charlotte Corlew Hartley, Class Faculty Research and Study Fund: of 1930, in memory of Edward and Nancy Monick Budd ’59 and William Established by Dr. and Mrs. Paul E. Charlotte Hartley’s commitment to Budd Endowed Fund for Faculty Gray P’80 (Priscilla King Gray ’55). teaching and quality. Support: Established in 1999 in honor of Nancy Monick Budd ’59 Alden and Beverly Fowle Fiertz Emily C. Hood Fund for Arts and and William Budd by alumnae/i and ’53 Faculty Fund: Established in Sciences Partnerships: Established friends. May 1997 by Beverly Fowle Fiertz, by Emily C. Hood, Class of 1953, Class of 1953, to be used as a member of the Wheaton College Board Clark Fund for Language faculty sabbatical fund to ensure that of Trustees, in 2003 in honor of her Instruction: This fund was estab- tenured faculty have the opportunity 50th reunion, this fund will support lished in April of 2003 by Virginia to engage in appropriate academic independent research partnerships R. Clark, Class of 1953, to support research, while, at the same time, between students and faculty in the equipment replacement and mainte- ensuring that Wheaton students con- disciplines of the arts and/or sciences, nance for the Clark Language Library. tinue to benefit from quality teaching. including technology projects. 211 212 Selected Endowed and Other Named Funds

Bojan H. Jennings and Maud A. Kola, Professor of Art from 1969 to with gifts to the Pooled Income Fund. Marshall Chemistry Equipment 1974. The fund was activated in 1996 upon Fund: Established in 1995 by Library Salary Fund: Established by the death of Mr. Rice. Suzanne Purrington, Class of 1960, various Wheaton employees. Carlton T. Russell Organ Fund: This and many others, in honor of Bojan H. fund was established in March 2004 Jennings and Maud A. Marshall, pro- Nina Solomon Magowan ’77 Faculty Fund: Established in 1986 by Nina to honor the retirement of Carlton fessors emeritae of chemistry. These T. Russell, Professor of Music and funds are to be used to purchase Solomon Magowan ’77 with her gift to the Sesquicentennial Campaign. College Organist from 1962 to 2004. chemistry equipment. The fund will support periodic restora- Henrietta Jennings Faculty Fund for Josephine McFadden ’61 Endowed tion and renovation of the Casavant Outstanding Teaching at Wheaton: Fund for Science Equipment: This Organ in Cole Memorial Chapel Established in 1997 by Sandra Ohrn endowed fund for science equipment beyond regular maintenance. was established in 2004 by Josephine Moose ’63 along with other gifts Carolyn Heller Schwarz ’25 Faculty from alumnae and friends in memory McFadden, Class of 1961, to annually upgrade and improve the equipment Fund: Established by Mabel Tingley of Henrietta C. Jennings, Professor Woolley ’25 and increased by of Economics from 1931 to 1965, and technology that is used in teach- ing and research in the following gifts from the Frances K. Geballe whose demand for excellence chal- Charitable Income Trust and Ruth lenged and inspired her students. departments: physics, astronomy, chemistry, biology, biochemistry, Berry ’25. Carter-Wallace History Faculty computer science, mathematics, envi- Sesquicentennial Faculty Fund: Fund: Established in 1986 by Mr. and ronmental science and psychology. During the college’s 150th anniver- Mrs. Henry Hoyt, Jr., in honor of their sary campaign, all gifts restricted to daughter, Heather Hoyt Neburka ’89. Sylvia F. Meadows Faculty Fund: Established in 1987 through a gift faculty endowment (other than those Norman Woodason Johnson from the Trust of Sylvia F. Meadows establishing named funds) were Endowed Fund for Math and and the Class of 1918. Income used credited to this fund to support faculty Computer Science: Established to support salaries of librarians with salaries. in 2000 by Penny Johnson Burns faculty status. Shaw Family Endowment Fund: and Robert O. Burns in honor of Established by Sheila Shaw, profes- Mrs. Burn’s brother, Norman W. William S. Mullin Faculty Fund: Established by Elizabeth Mullin, Class sor of English at Wheaton, and her Johnson, Professor Emeritus of husband, Sidney Shaw. Mathematics. This fund is to be used of 1964. The income from this fund is at the discretion of the Department of to be used towards the endowment of Catherine Filene Shouse Fund in Mathematics and Computer Science faculty chairs. Economics: Established by gifts to promote better understanding of Anne J. Neilson ’49 Endowed from the Lincoln and Therese Filene and greater appreciation for math- Fund for the Chemical Sciences: Foundation, Inc., of Boston, MA, in ematics and computing in the greater Established in 1999 by Trustee honor of Catherine Filene Shouse, Wheaton community. Appropriate Emerita Anne J. Neilson ’49. The Class of 1918 and L. H. D. in 1966. projects for support include, but purpose of the fund is to purchase The income is to be used for faculty are not limited to, annual lectures, scientific equipment for the chemistry salaries in Economics. symposia, or other public events. department and to support chemically Marcia Spencer Stansfield Charles and Mary Kaye P’83 Faculty based investigations in sciences other Endowed Fund for Faculty Salaries: Fund: Established in 1986 by the than chemistry. Established in 1994 through a Kayes in honor of their daughter Dorothy Newton ’21 Faculty Fund: bequest from the estate of Marcia Gretchen Kaye ’83. Established in 1989 by a gift from the Spencer Stansfield. Jane Oxford Keiter ’64 Faculty Estate of Dorothy Newton ’21. Anne Huber Tripp ’56 Endowment Salaries Fund: Established by Robert Vernon D. and Jean Hare Platt ’41 Fund: Established through a bequest E. Keiter and Jane Oxford Keiter ’64, Fund: Established in 1986 by Jean from Alvine Clark Huber ’29 to honor P’95. Hare Platt ’41 with her gift to the her daughter, Anne Huber Tripp, Class of 1956. Dr. Ernest J. Knapton Fund for Sesquicentennial Campaign to sup- Faculty Salaries: Established by the port faculty and academic ventures in Wareham Family Fund: Established Class of 1938 in celebration of its the Art Department. in October of 2004 by Cornelia 50th reunion. Warner G. and Mary H. Rice ’23 Clifford Wareham, Class of 1974. The purpose pf this endowed fund is Vaino Kola Studio Art Fund: Faculty Fund: Established in 1973 with a gift annuity from Mary Wallace to provide science equipment for the Established in 1995 by alumnae/i, college. parents and friends in honor of Vaino Rice ’23 and added to periodically Selected Endowed and Other Named Funds 213

Adolph Weil Family Faculty These internships enhance the Joseph M. and Susan Stampler Endowment Fund: Established by Mr. students’ courses of study; provide Paresky ’68 Fellowships: and Mrs. Adolph Weil, Jr. in honor of opportunities to utilize and expand Established in 1986 by Joseph their daughter Jan Weil ’74. on their academic experiences; and M. Paresky and Susan Stampler Paresky, Class of 1968, member Richard White Sons Science Fund: strengthen their academic, personal, of the Wheaton College Board of Established in 2004 by Richard and professional futures. Trustees. Fellowships are for gradu- White Sons, Inc. The income from Patricia W. Eberhart ’68 Art Travel ate study in a degree granting pro- this endowed fund will be used to Endowment: Established in 1998 in gram to the senior man and woman support the ABI 3100 automated memory of Patricia W. Eberhart ’68 who have excelled academically, have gene sequencer until such time as the by her family and friends. Income made a significant contribution to the machine requires replacement. At that from this fund will be used to provide campus community and have demon- time, the monies from this endowed grants to deserving students wishing strated exceptional personal growth fund will be used towards the pur- to pursue the study of art history during four years at Wheaton. chase of a new gene sequencer. and/or studio art abroad. Phi Beta Kappa Grace Shepard Marion Willi Whittemore ’57 Faculty Daniel Golden Endowment for Work Scholarship: Established in memory Fund for Music: Established in 1987 and Learning Fund: Established of Grace Shepard, a member of by Mr. and Mrs. Fred B. Whittemore in 2007 by Jane Lisman Katz ’69 the English Department from 1913 (Marion Willi ’57). The income from in honor of Daniel Golden, Dean for to 1940, by her sister, Edith May this fund is designated for faculty Work and Service Learning from Shepard. Provides a stipend for support in the Music Department. 1986–2007. graduate study, with preference Keefe Family Foundation Work given to a member of the senior class Filene Center Endowed Funds and Learning Fellows: Established majoring in classical studies. January/Summer School scholar- in 2004 by Kathleen Keefe Raffel Frances A. Shirley Endowed ships: The college offers scholar- through the Keefe Family Foundation, Internship Fund in Theatre Studies ships to Wheaton undergraduates for the income from this endowed fund or Dramatic Literature: Established will be used to support student intern- study at approved summer school or in 2005 by Frances A. Shirley, ships in the areas of education or January term programs. Further infor- Faculty Emerita. This endowed environmental issues. mation and application forms for the internship for Theatre Studies or scholarships listed below are available Sarah Hartley McCutcheon Dramatic Literature will be awarded from the Advising Center. Deadlines Memorial Endowed Fund for to an individual with a focus on for submission are November 16 for Internships: Established in 1999 English or American drama. Funding the January term; April 15 for all by classmates and friends of Sally is available for an off-campus others. Hartley McCutcheon, Class of 1981, internship program and is managed Alumnae/i Association scholar- in honor of her memory. This fund through the Filene Center for Work ships for Graduate Study: Funds are shall be used to help aid internships. and Learning. A stipend will be raised annually by Wheaton alumnae/i Julia R. Lange Fellowship: awarded to a distinguished junior, clubs in various parts of the country Established in 1974 in memory of senior or post-graduate majoring for two scholarships, normally Julia R. Lange by her daughter, in Theatre Studies or Dramatic awarded to members of the graduat- Mathilde M. Lange, a member of the Literature who is interested in an off- ing class in support of graduate or Biology and Zoology Departments campus internship at an institution professional study in any field. from 1921 to 1949. Provides several with a strong theatre program or a Blakely Fetridge Bundy ’66 Fund grants annually to Wheaton graduates professional theatre company. The for Work and Learning Fellows in for advanced study in the field of stipend can be used for a wider expe- Early Childhood Education and medicine or the biological sciences, rience in practical work in theatre Development: Established in 2006 with medicine receiving the first or to fund a domestic or overseas by the generosity of Blakely Fetridge priority. summer of theatrical studies which includes attending performances and Bundy ’66. Woodlake Fellowship Program: engaging in discussions with actors Established in 1993 by Marta J. Drury Shelby Cullom Davis Foundation and professional staff . Domestic and Global Internships P’96 to be awarded to financially Program: Established in 1994 by aided women of color studying at Jane E. Ruby Fellowship: the Shelby Cullom Davis Foundation Wheaton College. Fellowship Established in 1978 by alumnae and to provide intensive globally focused recipients are awarded stipends for friends in honor of Professor Ruby, a internships, both domestic and educationally meaningful internships, member of the History Department international, for Wheaton students. helping them fully explore their aca- from 1954 to 1976, and Provost demic and professional aspirations. from 1976 to 1978. Provides support 214 Selected Endowed and Other Named Funds to a graduating senior or Wheaton Sonya Dozoretz Rhodes ’64 General Endowment Funds graduate to begin, continue or resume Work and Learning Endowment: Arvilla Morrison Alter ’28 Fund: professional or other advanced Established in 2000 by Sonya Established in 2007 through a gift training. Dozoretz Rhodes, Class of 1964, by annuity from Arvilla Morrison Alter, her husband, Robert Rhodes. Helen and Irma Wieand Fellowship: Class of 1928. The income on this Established in 1961 by Professor Barbara Shalita Samuelson ’64 permanently unrestricted endowment Helen Wieand Cole, a member of the Work and Learning Endowment: fund is temporarily restricted as it is Classics Department from 1911 to Established in 1997 by Barbara S. to be used to support the Arts Center. 1915 and from 1918 to 1925, Trustee Samuelson ’64 to support intern- Arts Center Endowment Fund: An from 1936 to 1965 and second wife ships. endowment fund established with of President Samuel Valentine Cole. Catherine Filene Shouse ’18 donor designated for a restricted Provides one to three scholarships Endowed Fund: This fund exists to endowment fund, the income from each year to Wheaton graduates for support the work of the Filene Center, which is to be used for the support further education in the humanities. particularly the internship program. and maintenance of the arts center at Wheaton. Blakely F. Bundy ’66 Back to the Talanian Family Work and Learning Future Program Fund: Established Fellows: Established in 2003 by the Campaign for Wheaton General in 1998 by the generosity of Blakely generosity of John C. Talanian, Jr., Endowment Fund: Established Fetridge Bundy ’66. Class of 1993. in 1995 during the Campaign for Wheaton to hold unrestricted gifts to Dorothy Yeomans Flanagan ’71 Sukey Nichols Wagner ’56 Endowed the endowment. Fund for Co-Curricular Learning: Fund for the Filene Center: Established in 2001 to support Established in 1998 by Wheaton Consolidated Endowment Fund: stipends and travel expenses for College Trustee Sukey Nichols Established in 1964 by order of the students with financial need engaged Wagner ’56 and her husband, Rodney Board of Trustees, through a transfer in learning opportunities in locations Wagner. of unrestricted gifts from various other than the college, especially donors, and from surpluses in opera- Katharine Conroy Whalen ’70 beyond the borders of the United tions. The income from this fund is Endowed Fund for the Filene Center States. to be used for general educational for Work and Learning: Established Suzanne Fogelson Golden ’67 Filene in 2001 by Katharine Conroy Whalen purposes. Center Fund: Established in 1998 by ’70 to support student internships Campbell Edwards Family Endowed Suzanne Fogelson Golden ’67, to sup- arranged through the Filene Center Fund for the Arts: Established in port out-of-classroom experiences. for Work and Learning. 2006 by the generosity of Caroline Campbell Edwards ’70. Patricia Dunn Grey ’80 Endowed Elizabeth Wright Shippee ’37 Fund Fund for the Filene Center for Work for Work and Learning Fellows: Arthur Vining Davis Foundations and Learning: Established in 1999 The Elizabeth Wright Shippee ’37 Endowment for the Office of by Patricia Dunn Grey, Class of 1980, Fund for Work and Learning Fellows Service, Spirituality and Social member of the Wheaton College (the Shippee Fund) was originally Responsibility: Established in Board of Trustees, and her husband, the Elizabeth Wright Shippee ’37 2007, this fund provides unrestricted Richard Grey. Memorial Fund, which along with support for the Office of Service, Mars Fellows Endowed Fund: the Shippee Rental Collection, was Spirituality, and Social Responsibility. Established in 2000 by John F. Mars established through the generosity General Endowment Fund: and Adrienne Bevis Mars, Class of Mr. and Mrs. Harold Shippee and Established as a general endow- of 1958, member of the Wheaton their family, to memorialize Elizabeth ment fund for Wheaton College, the College Board of Trustees, to support Wright Shippee ’37. Elizabeth was purpose of this fund is to provide faculty-student summer research passionate about art and her family unrestricted funds for the college’s collaborations. chose to create a lasting tribute to operating budget. her which would “more clearly touch Nancy Lyon Porter ’43 Community the individual life of some student Morgan and Joan Duffy Murray ’53, Service Fellows: Established in and perhaps offer inspirational help P’82 Endowed Fund for Campus 2004 through a gift from the Frank H. and encouragement.” In 2005, the Beautification: Established in 1999 and Nancy L. Porter Advised Fund at Shippee family sought a more con- to support campus beautification. the request of Elizabeth Porter Daane, temporary use of the fund, which will Interest from the fund will support Class of 1977, and her brothers in still abide by their parent’s original ongoing efforts and future enhance- honor of their mother, Nancy Lyon intent. For this purpose, the Shippee ments to the grounds and landscap- Porter ’43. This fund supports student Fund has been redesignated. ing of Wheaton College. This fund internships in community service. was created to reflect the Murrays’ Selected Endowed and Other Named Funds 215 affection for the campus and Joan’s Constance M. Maheu ’40, this fund Karen Strauss Cook ’74 long time service to gardening and will help support the advisers in the Distinguished Fellowship Program: the Garden Club of America. Center for Global Education. Global Established in 1997 by Karen Strauss Murray Fund for Balfour-Hood: Center advisors provide students Cook, Class of 1974, member of the Established in 1987 by Mr. and Mrs. with counsel and mentoring as they Wheaton College Board of Trustees. Morgan J. Murray (Joan D. Murray research, plan and assess their To be used to support Wheaton’s ’53, P’82). Income to provide pro- study and work abroad opportuni- Distinguished Fellows Program. ties. During individualized advising gramming funds for special events, Deemer Forum on Ethics in the sessions, advisors work closely with speakers and performances at the Professions: Established in 1997 Balfour-Hood Center. students to develop a detailed global by Mr. and Mrs. Kenneth C. Deemer education plan. Even while students (Louise McKeon Deemer ’33) to Sesquicentennial General are overseas, advisors remain in com- Endowment Fund: Established in encourage discussion and reflection munication in order to help students on ethics as an essential ingredient in 1982 during the Sesquicentennial achieve their unique program goals. Campaign to hold unrestricted gifts to the code of professional conduct for a endowment. Dale Rogers Marshall Fund for wide range of careers. Global Education: Established in Annie Austin Emerson Lecture: Wallace Endowed Fund: This 2004 by members of the Wheaton endowed fund supports the operat- Established in 1898 by the New College Board of Trustees, alumnae/i, England Wheaton Seminary Club in ing budget of the Madeleine Clark staff and friends in honor of Dale Wallace Library at Wheaton College. memory of Annie Austin Emerson, Rogers Marshall, sixth President Class of 1871, teacher at Wheaton Watson Fine Arts Center Endowed of Wheaton. This fund will support Seminary from 1872 to 1876. Fund: This endowed fund supports global education at Wheaton. Lucy Larcom Lecture: Established the operating budget of the Watson Endowed Fund for Global Programs: Fine Arts Center at Wheaton College. in 1896 by an anonymous donor in Established in 2002 to support memory of Lucy Larcom, teacher Weiss Women’s Leadership the Center for Global Education at at Wheaton Seminary from 1854 to Program Fund: Established in 2006 Wheaton College. 1867. by the generosity of Donald and Mary Adele and William Rogers Fund Weiss P’07 to develop and deliver Amy Otis Lecture in Art: Established for Global Education: Established in 1931 by the Class of 1931 in programs to enhance leadership in 1995 by Dale Rogers Marshall, skills of Wheaton’s female students. honor of Professor Otis, a member sixth president of Wheaton College, of the Art Department from 1914 to Laban Wheaton Endowment Fund: in honor of her parents, Adele and 1932. Established as an endowment fund William Rogers, this fund supports by Laban Wheaton, husband of Eliza global programming through the Otis Social Justice Symposium and B. Wheaton, in 1864. This fund’s center for Global Education. Award: Formerly named the Otis purpose was for the benefit of female Lectures in Religion, this lecture- education in said Wheaton Female Lectureships ship was broadened in scope and Seminary. The fund increased further renamed in 1990. Originally estab- Mary Bloor Loser Endowment Fund: upon Eliza B. Wheaton’s death, at lished in 1958 through the generosity Established in 1987 by Thomas N. which time she left the remainder of Henry Witte Otis, a longtime friend Loser and Ann T. Bloor in honor of of her estate to the Trustees of the of the college and father of two his wife (and Mrs. Bloor’s daughter), Wheaton Female Seminary, to be Wheaton alumnae, in memory of his Mary Bloor Loser, Class of 1942, used at their discretion for the benefit wife, Marjorie Maxfield Otis and later and her father, Carl Bloor, to fund the of the school. expanded to honor also the memory Mary Bloor Loser Musical Series. of his daughter, Marilla Claire Otis, Class of 1950. Global Funds Annie E. Carter Memorial Lecture: Established in 1886 by the Wheaton Mary F. Porter Lecture: Established Alice F. Emerson Global Awareness Seminary Alumnae Association in in 1908 by a bequest from the estate Fund: Established in 1991 by the memory of Annie E. Carter, teacher of Mary French Porter, Class of 1859. Wheaton community in honor of Alice at Wheaton Seminary from 1862 to Jane E. Ruby Lecture in the F. Emerson, the fifth President of 1881. Wheaton College. The income from Humanities: Established in 1993 by this fund is to be used to promote Annie Talbot Cole Memorial Jane E. Ruby, Professor of History global awareness. Lecture: Established in 1916 by a gift Emerita, Provost, friend and honorary from Calista S. Mayhew in memory degree recipient of Wheaton College. Constance M. Maheu ’40 of her niece, Annie Talbot Cole, first The lecture series brings prominent International Advising Endowment wife of Wheaton President Samuel speakers to campus annually. Fund: Established in 2005 by Valentine Cole. 216 Selected Endowed and Other Named Funds

LaDonne Heaton Schulman the study of the sciences at Wheaton of the Class of 1929, in memory Alumnae/i Lecture Fund: College. of deceased members of the Class Established in 1993 in memory of Doris T. Bishop Library Fund: of ’29 per Wheaton Alumnae. The LaDonne Heaton Schulman ’57, Established in 1972 in memory library should choose its own gifts Wheaton’s first Fulbright scholar, by of Doris Taylor Bishop, Classics or books per letter written by Helen alumnae/i, family and friends. Department from 1955 to 1969. The D. Abbott ’29. Income to be used to purchase books for the library. Miriam Lee Tropp Memorial annual income from this fund will be Lecture: Established in 1967 in used to purchase serials in classics Frances M. Coakley ’68 Memorial memory of Miriam Lee Tropp, Class for the library. Book Fund: Established in 1972 by of 1965, by her family and friends. Ralph P. Boas Memorial Library Mr. and Mrs. James F. Coakley as an expendable fund for the purchase of Watson Gallery Program: Fund: Established in 1948 in memory Established in 1965 by Morton S. of Professor Boas, a member of the poetry books for the library in memory Wolf, father of Elizabeth Wolf ’63. He English Department from 1930 of their daughter, Frances M. Coakley, offered $1500 for up to three years to 1945, by students and friends. Class of 1968. This fund became to support the Watson Art Gallery to Income from the fund is to be used for endowed in 1983 with additional gifts have 6 to 8 art exhibits per year. The the purchase of books in the field of received in memory of Mrs. Coakley end of 3 years he would give $5,500 English Drama and English Poetry. and her sister, Mrs. Ruth Melican. a total of $10,000. A Friend of Art Deborah K. Burnstine ’80 and William I. Cole Memorial Library Committee was formed to conduct Elizabeth B. Burnstine ’85 Judaica Fund: Established in 1931 thru a a special appeal to endow the fund, Book Fund: Established in 1985 bequest from William Isaac Cole, which is to be used for maintenance in honor of their two Wheaton Treasurer from 1913 to 1926, of Watson Hall Exhibition Room in daughters, Deborah K. Burnstine and Professor of Sociology from 1916 order to perpetuate art exhibitions. Elizabeth Burnstine, and combined to 1925 and Trustee from 1926 to with the Jewish Book Fund and the 1935. To be managed as a memorial Library Funds Judaica Fund. The purpose of this library fund to purchase books for the Memorial Library in the Samuel Dorothy T. Andrews ’29 Book Fund: fund is to purchase books for the Valentine Cole Memorial Room. Established by Howard L. Andrews, library relating to the humanities. in honor of his wife, Dorothy Thayer Gertrude C. Carey ’48 Book Fund: Justine Taber Collingwood ’13 Andrews, Class of 1929. The income Established in 1986 in memory Library Fund: Established in 1995 from this fund is to be used to pur- of Gertrude “”Trudy”” Campbell by Ann Taber Nugent, Class of 1957, chase books for the library, preferably Carey, Class of 1948, by alumnae in loving memory of her aunt, Justine in the sciences. and friends at the time of her death. Taber Collingwood, Class of 1913, to support the Madeleine Clark Wallace Judith S. Ball and Deborah H. Income to be used to purchase books Library. Schwartz ’75 Library Fund in for the library. American Studies: Established Class of 1922 Library Fund: Constance F. Davis Endowed in 1995 by Mr. and Mrs. Martin Established in 1947 by members of Library Fund: Established in 1988 Schwartz in honor of their Wheaton the Class of 1922, on the occasion of by Forrest S. Davis Trust in memory daughters, Judith Ball, Class of their 25th Class Reunion. The income of his wife, Constance Furbish Davis 1964 and Deborah Schwartz, Class only of the fund is to used to purchase ’30. The income to be used for of 1975, in support of Wheaton’s books for the library at the discretion general purposes of the library. National Endowment for the of the librarian. Isabelle Verges del Rio Library Humanities Challenge grant. Class of 1924 Library Fund: Fund: Established in 1994 in memory Ruth S. Berry ’25 Book Fund: Established in 1974 by the Class of of Isabelle Verges del Rio, Class of Established in 1986 by Ruth S. Berry 1924 in honor of their 50th class re- 1944 and her 50th Reunion and the ’25. The income from this fund is union, to purchase books, periodicals NEH Challenge. The income is to be to be used to purchase books for or other materials for the Madeleine used to purchase library materials in the library restricted to the area of Clark Wallace Library. the area of foreign languages.” humanities. Class of 1927 Library Fund: Marjorie M. Dunham ’32 Library Dr. Eugene L. and Louise L. Bestor Established in 1952 by the Class of Fund: Established by the Estate Library Fund: Established in 1983 1927 in honor of their 25th class of Marjorie Dunham ’32 in 1990. by Ruth Louise Bestor Messenger, reunion, to purchase books for the This endowment fund is intended to Class of 1944, in honor of her Madeleine Clark Wallace Library. support the purchase of acquisitions, parents, Eugene and Louise Bestor, to materials and services for the library, Class of 1929 Library Fund: purchase library materials supporting at the discretion of the librarian, for Established in 1984 by the members general purposes of the library. Selected Endowed and Other Named Funds 217

Hewitt and Ann Fletcher ’39 Library Ha-Yom Yizkor Book Fund: Shirley G. Libby ’41 Book Fund: Fund: Established in 1988 to support Established in 1989 by Bernie and Iris Established by Theodore I. Libby in and technology and library acquisitions. Jacobs and the Ha-Yom Congregation honor of his wife, Shirley G. Libby, Madeleine G. Fenton ’31 Book Fund: to purchase books of Judaica acquisi- Class of 1941. The purpose of this Established in 1981 by Alfred Fenton tions. fund is to provide state of the art in honor of his wife, Madeleine Gooch Helen Schimmenti Hawkins ’50 technology and enhanced printed Fenton, Class of 1931, and enhanced Library Fund: Established in 1990 by materials to further student and fac- with gifts from family in 1982 and William Hawkins, husband of Helen ulty study, research and collaboration 1983 to purchase books for the Schimmenti Hawkins, Class of 1950, through the library. library. “ in loving memory, to purchase books Library Visiting Committee Book Beverly Fowle Fiertz ’53 Library and materials for the Madeleine Clark Fund: Established in 1988 by Fund for the Humanities: Established Wallace Library. members (10) of the Library Visiting in 1988 by Beverly Fowle Fiertz, Class Janet Heller Family Art Endowment Committee, Chairman Rodney of 1953, in honor of her 35th class Library Fund: Established in 1989 Armstrong and Katharine Armstrong. reunion, to purchase library acquisi- by Franklin Hannoch, Jr. to purchase The purpose of the fund is for the tions restricted to the humanities. illustrated art reference books for the purchase of books for the library. Ruth A. Fletcher ’35 and Leo library. Caro Lynn Endowed Book Fund: W. Fletcher Memorial Archives Alice Friend Ireland ’34 Endowed Established to honor Miss Lynn at the and Special Collections Fund: Library Fund for the Support of Art time of her retirement in 1938 by fel- Established in 1998 by Frederick and Music: Established in 1995 by low faculty member Eunice Work and Fletcher, in memory of his mother, Alice Friend Ireland, Class of 1934, funded primarily by an anonymous Ruth Andrews Fletcher, Class of in support of Wheaton’s National donor to support the purchase of 1935, to benefit archives and special Endowment for the Humanities books for the library. collections. Challenge for the Madeleine Clark Sam Maltese ’96 Library Fund: Carrie Lorch Frank ’16 Book Fund: Wallace Library. Established in February of 1995 in Established in 1983 in memory of Helen Pratt Jenkins ’24 Library memory of Sam Maltese, Class of Carrie Lorch Frank, Class of 1916. Fund: Established in 1984 by A. 1996, by family and friends to support Funds will be used for the purpose of Diehl Jenkins, Jr., son of Helen the Madeleine Clark Wallace Library. purchasing art books for the Library. Pratt Jenkins, Class of 1924, in her Margaret H. McKim ’32 Book Fund: Francis Gaul III Library Fund: memory to purchase books for the Established in 1988 by Margaret Established in 1994 by Francis Gaul, college library. Holmes McKim, Class of 1932, to sup- father of Francis Gaul III, in honor Wilmer A. and June Barbara port the library’s acquisition of books, of his son’s 1995 graduation from Jenkins Book Fund: Established by periodicals and other printed materials. Wheaton College. June Barbara Jenkins Peterson, Class National Endowment for the Nancy J. Gilson Memorial Library of 1949, as a book fund in memory of Humanities Library Fund: Fund: Established in 1988 by Dr. and her husband. Established by a challenge grant Mrs. Milton M. Gilson in memory of Henrietta Jennings Book Fund: from the National Endowment for the their daughter, Nancy Jean Gilson, Established in 1965 through dona- Humanities in 1990, to purchase li- Class of 1967, to provide funds for tions in honor of Henrietta Jennings, brary materials in the areas of history, the purchase of library materials and Professor of Economics from 1931 philosophy, languages, linguistics, services in the study of psychology. to 1965, and member of the Library literature, archeology, jurisprudence, the history, criticism and theory of the Elsie E. Gulley Book Fund: Visiting Committee from 1967 to 1972. “ arts, ethics, comparative religion, and Established in 1954 in honor of Elsie those aspects of the social sciences E. Gulley, Professor of History 1926- Anne Larcom Kemper ’67 Book that employ historical or philosophical 1954, through donations. Funds used Fund: Established in 1986 by Mr. and approaches. for the purpose of purchasing books Mrs. Rodney Larcom for the purpose for the Library in the field of English of purchasing books and periodicals in Nancy Norton Book Fund: history. the field of botany. Established in honor of Professor Emerita Nancy P. Norton, a member of Hilda Frame Harris ’31 Book Fund: Celeste F. Klein ’44 Endowed Library the history faculty from 1953-1986. Established in 1990 through a be- Fund: Established in 1999 by Robert The purpose of this fund is to pur- quest from Hilda Frame Harris, Class Z. Klein in memory of Celeste M. chase books in history for the library of 1931, to provide staff salaries, Klein ’44. and to support a book prize awarded architect’s fees, the library newsletter during Honors Convocation as the and access to online journals. Nancy Norton Prize in History. 218 Selected Endowed and Other Named Funds

Mary Sue Noto ’69 Book Fund: Sesquicentennial Endowed Library Prizes Established in 1986 by classmates, Fund: Established in 1983 for the Holcombe M. Austin Prize in family and friends in memory of purpose of library projects. Philosophy: Established in 1960 Nancy Sue Noto to support the Stahl Family Library Fund: by Amanda Tevepaugh Macaulay purchase of books for the library. Established by Lesley Stahl, Class of and Sara Terry Graves, both Class Roberta J. M. Olson Library Fund 1963, and members of her family, of 1960, in honor of Professor in Art History: Established in 1994 to purchase books, materials and Austin, a member of the Philosophy by Victor Parachini in honor of services for the Madeleine Clark Department from 1941 to 1972. “ Roberta J. M. Olson for the purpose Wallace Library related to new Banning-Ford Prize in Education: of purchasing books, periodicals, technologies in modern society to Established in 1980 by the Education audio-visual aids and any materials promote the study and application Department in honor of Professor to help with the study and apprecia- of the newest and most innovative Evelyn Irene Banning, a member tion of the history of art. aspects of technology in society. of the Education Department from George and Helen MacGregor Paul Stitt Family Library Fund for 1953 to 1969, and Marjorie Hill Ford, ’27 Library Fund: Established in the Arts: Established by Mr. and lecturer in education and director of 1987 through gift annuities and en- Mrs. William Britton Stitt, (Susan the Elisabeth Amen Nursery School hanced in 1995 by a bequest from Keene Stitt ’58) in 1994. Income from 1956 to 1976. the estate of Helen M. Paul, Class to be used from the endowed fund Burlingame-Moles Prize in of 1927, to purchase books at the for the acquisition of new Library Spanish: Established in 1965 by discretion of the Library Committee. materials supporting the study, ap- members of the Spanish Department preciation and history of the Fine and Helen Wann Piper ’39 Historical in honor of Professor Frances Performing Arts at Wheaton. Collection on Women Endowed Marie Burlingame, a member of the Library Fund: Established in 1993 John M. P. Thatcher IV ’01 Spanish Department from 1943 in honor of Helen Wann Piper, Class Endowed Library Fund for the to 1961. Endowed in 1973 and of 1939, to aid Wheaton College Sciences: Established in 2001 by renamed to also honor Professor in the National Endowment for John and Margaret Thatcher in honor Lucinda Moles, a member of the Humanities Challenge for the library. of their son, John M. P. Thatcher Spanish Department from 1956 to IV ’01 to support the purchase of 1973. Dorothy and William Pye and science resources for the library. Ralph Bent Book Fund : Established Miriam F. Carpenter Prize in Art: in 1983 by Rosemary Pye, Class The resources purchased will be Established by students in 1944 in of 1968, in honor of her parents, designated with a preference for psy- honor of Miss Carpenter, Dean of the Dorothy and William Pye, and her chobiology and the natural sciences. College from 1929 to 1944. grandfather, Ralph Bent, for the Hayden B. and Onaita MacIntyre Paul F. Cressey Prize in Sociology: purchase of books for the Madeleine Tibbetts ’51 Book Fund: Established Established in 1965 by friends of Clark Wallace Library. in May 1997 by Hayden Tibbetts, Professor Cressey, a member of Jr., in the memory of his wife, Onaita Nancy Sutherland Reynolds ’38 the Anthropology and Sociology MacIntyre Tibbetts, Class of 1951, Library Fund: Established in 2004 Department from 1932 to 1964. as a library book fund. by Nancy Sutherland Reynolds, Ellalou Dimmock Vocal Class of 1938, the income from Eliza Wheaton Book Fund: Performance Fund: Established in this endowed fund will be used to Established in 1980 by members 1995 by colleagues, students and support the Madeleine Clark Wallace of the Wheaton Associates. The friends of Ellalou Dimmock, Professor Library at Wheaton College. purpose of this fund is to purchase of Music in Performance, from 1963 books for the library, as a more Rose B. Robbins Endowed to 1995. Endowed in 1995 by a gift concrete proof of the Associates’ Book Fund for the Humanities: from Professor Dimmock. Established in 1998 by in memory of concern for Wheaton to the Wheaton Associates Book Fund. Lydia J. Dorman Prize in Religion: Rose B. Robbins by Francine Craven, Established in 1926 by Maud Class of 1963, for her mother. The Willis Family Library Fund: Dorman Brewer in memory of her purpose of this fund is to purchase Established in 1995 by Gary Willis mother, who attended Wheaton books for the library in the humani- P’92 to support the purchase of Seminary from 1851 to 1852. ties, as her mother loved British and humanities materials for the library. Helen Zoe Duncan Prize in Piano American literature, art, music and Mabel Woolley ’25 Charitable Trust history. Performance: Established in 1980 Endowed Library Fund : Established in honor of Professor Duncan, a in 2004 to support the Wheaton member of the Music Department College library. from 1946 to 1980. “ Selected Endowed and Other Named Funds 219

English Literature Prize: Established Professor Carl Garabedian, organist Daniel Lewin Prize in Government: in 1984 by the English Department. and director of the choir from 1936 Established in 1969 by students, fac- Linda F. Epstein ’82 Award: to 1960. ulty, relatives and friends in memory of Professor Lewin, a member of the Established in 1985 by Susan Sally Gale Gilman Award: Rittenburg Epstein, Class of 1958, in Established in 1987 through a Government Department from 1963 honor of her daughter’s accomplish- bequest from the estate of Sally Gale to 1966. ments. Gilman, Class of 1962. Littlefield-Mandell Prize in French: Established in 1965 to honor Evans-Marshall Prize in Chemistry: Lillian Hellman Prize: Established Established in 1959 by chemistry in 1977 by members of the faculty Professor E. Dorothy Littlefield, a alumnae of the classes of 1929 and administration in honor of Lillian member of the French Department through 1959 in honor of Professor Hellman, Doctor of Letters 1961. from 1926 to 1967. Renamed in Mildred W. Evans, a member of the 1972 to honor also Professor Lena Madden History of Art Prize: L. Mandell, a member of the French Chemistry Department from 1929 Established in 1934 by Mrs. to 1962, and Professor Maud A. Department from 1941 to 1973. Genevieve Teachout Madden, Class Endowed in 1983 by Dr. and Mrs. Marshall, a member of the Chemistry of 1935. Department from 1934 to 1973. Edward D. Miller (Leslie Coombs, Meg L. Kearns ’99 Endowed Prize Class of 1964). Faculty Prize in Classics: in Psychology: Established by a gift Prudence G. Lusky Memorial Prize Established in 1979 by members of from Peter F. Kearns, in memory of the Classics Department. in Russian: Established in 1974 Meg Kearns, to endow a prize fund in by family and friends in memory of Faculty Prize in Psychology: psychology. Prudence G. Lusky, Class of 1976. Established in 1974 by members of Jean Mulcahy Keefe Prize in the Psychology Department. Clinton V. MacCoy Prize in Ecology: Economics: Established in 1984 by Established in 1957 by Barbara Young Catherine Filene Shouse Prize in Harry V. Keefe, Jr. in memory of his Bodden, Class of 1956, in honor of Economics: Established in 1919 by wife, Jean Mulcahy Keefe, Class of Professor MacCoy, a member of the Catherine Filene Shouse, Class of 1944, in honor of her 40th reunion. Biology Department from 1944 to 1918. Gladys Kelley Memorial Award 1970. Maria Victoria DeLuca Forsythe for Staff Service: Established in J. Arthur Martin Prize in Religion: Prize in Studio Art: Established in 2006 by Catherine Conover and Established in 1978 by students, 1984 by faculty, family and friends Christopher Covert in memory alumnae and friends in honor of in memory of Maria Victoria DeLuca of Gladys Kelley, who worked at Professor Martin, a member of the Forsythe, wife of Professor Sidney Wheaton College for 29 years. The Religion Department from 1947 to Forsythe. purpose of this award is to recognize 1978. a staff member who has excelled in Debi Field McGrath ’70 Athletic Abbey McClosky ’92 Memorial Award: Established in 1983 by Debi her/his job and offer this person an opportunity to enhance her/his ca- Prize in International Relations: Field McGrath, Class of 1970, and Established in 1992 in loving memory given annually to the outstanding fe- reer with a stipend to use for career development. of Abbey McClosky, Class of ’92, by male athlete in one of the competitive her family and friends. programs sponsored by the Athletic Anne Louise Knowles ’55 Prize Margaret Mead Leadership Award Department. This award recognizes in English: Established in 1995 in extraordinary athletic ability as well memory of Anne Louise Knowles ’55 in Anthropology: Established in 1978 as demonstrated sportsmanship and by friends, classmates and family. by faculty and administration in honor contributions to her team, the college of Margaret Mead, Doctor of Humane Fred Kollett Prize in Mathematics and the world of sport. Letters 1978. and Computer Science: Established Claudia Friese ’82 Special in 1997 in memory of Fred Kollett, A. Howard Meneely Prize: Recognition Award: Established Professor of Mathematics and Established in 1964 in memory of Dr. in 1983 by Claudia Friese, Class of Computer Science from 1979 to Meneely, President of Wheaton from 1982, to recognize the less visible, 1997, by his family, friends and 1944 to 1961. behind the scenes dedication to the colleagues. Lucretia Coffin Mott Prize in athletic program exhibited by many Sociology: Established in 1986 by Dr. Hedda Korsch Prize in German: Wheaton students. “ Established in 1956 by students, Thomas Osborne, a member of the Garabedian Prize in Music: alumnae and faculty in honor of Wheaton Department of Sociology and Established in 1960 by Mr. and Mrs. Professor Korsch, a member of the Anthropology from 1964 to 1986, with Maurice L. Clemence (Gwendolyn German Department from 1936 to gifts from Dr. Osborne and from the Monroe, Class of 1934) in honor of 1956. Henderson Foundation. Lucretia Coffin 220 Selected Endowed and Other Named Funds

Mott, Dr. Osborne’s great-great-aunt, Shepardson Award for Outstanding Gammon ’48. This faculty chair is was a noted women’s rights advocate Senior Dean’s Intern: Established to be awarded to professors whose and a staunch abolitionist in the mid- in 1990 by Nancy Shepardson in teaching and/or research includes an nineteenth century. memory of her husband, Erwin (Skip) interest in interdisciplinary studies; preference will be given to professors Ney/Stineman ’92 Wheaton Shepardson. who are interested in non-western Foundation Award: Established in Sophomore Prize in Biology: 1993 by John D. Hamilton, P’61, the Established in 1959 by Shirley religions, cultures, or ideas. Gebbie Foundation, family and friends Stilwell Gordon, Class of 1959, in Hannah Goldberg Chair in Teaching in memory of Christa N. Stineman and honor of Professor Jane L. Chidsey, Innovation: Established in 1998 Allison Wells Ney, both Class of 1992. member of the Biology Department during the Campaign for Wheaton by college trustees, friends and col- Nancy Norton Prize in History: from 1939 to 1973. leagues in honor of Hannah Goldberg, Established in 1986 by the History Helen Meyers Tate Memorial Prize Provost and Academic Vice President Department and endowed in 1993 by for Original Verse: Established in Stephany Roller Mendelsohn, Class of 1941 by members of the Class of of Wheaton from 1984 to 1998. 1962, in honor of Professor Emerita 1922 in memory of their classmate Mary L. Heuser Chair in the Nancy P. Norton, a member of the Helen Meyers Tate. Arts: Established in 1996 during the Campaign for Wheaton in history faculty from 1953-1986. Villars Prize in Science: The Villars honor of Mary Heuser, Professor Edward F. O’Dowd Prize for Prize in Science was created in of Art, Emerita, by Trustee Emerita Excellence in Latin: Established in memory of Trudy Villars, Professor 1985 by Margaret O’Dowd O’Connor, of Psychobiology at Wheaton College Magdalena Vanderlyn Quinby ’31 mother of Margaret M. O’Connor, from 1980 until her untimely death P’67 and her husband Robb, with Class of 1985, in memory of Edward in 1990. major support from Trustee Emerita F. O’Dowd, graduate of Boston Latin Evelyn Danzig Haas ’39 and her Madeleine Clark Wallace Prize in late husband Walter, Mr. and Mrs. and Harvard University, and in recog- Mathematics: Established in 1935 nition of Boston Latin School’s 350th Victor Parachini, Jr. P’84 and Lesley by Madeleine Clark Wallace, Class of Parachini ’84. anniversary and Wheaton College’s 1934. Endowed in 1986. 150th anniversary. Bojan Hamlin Jennings Endowed Wheaton Scholar Prize: Established Edna D. Parks Prize in Music Chair in Natural Sciences: in 1987 by former Wheaton Scholars. Established in 1985 with gifts from Theory: Established in 1976 by music majors in honor of Professor Parks, The Mars Foundation and Mr. and Professorships a member of the Music Department Mrs. Arnold R. Smith (Frances Vinton, from 1957 to 1976. Endowed in Mildred Bray ’30 Endowed Chair: Class of 1951) in honor of Professor 1983. Established in 2003 by Mildred Bojan Hamlin Jennings, Professor of Harding Bray, Class of 1930 Chemistry from 1943 to 1985. H. M. Pastra-Landis Prize in Physics: Established in 1995 by Samuel Valentine Cole Henrietta Jennings Faculty family and friends in honor of the Professorship in English Literature: Chair for Outstanding Teaching: 70th birthday of Professor Emeritus Established in 1966 by Helen Wieand Established in 1997 by Sandra Ohrn Harry M. Pastra-Landis, a member of Cole in memory of her husband, Moose ’63, Janet Lindholm Lebovitz the Physics Department from 1953 Wheaton President from 1897 to ’72, Pauline Simington Newcomer to 1992. 1925. ’36 and other alumnae/i and friends in honor of Professor of Economics Phi Beta Kappa Prize: Established William Isaac Cole Professorship Henrietta Jennings. in 1955 by the Wheaton Chapter. in Sociology: Established in 1966 by Awarded to freshmen. Helen Wieand Cole in memory of her Jane Oxford Keiter ’64 brother-in-law, Wheaton Treasurer Professorship: Established in 1994 Helene Pruszynski Outstanding from 1913 to 1926, Professor of by Jane Oxford Keiter ’64 and her Leadership Award: Established in Sociology from 1916 to 1925, and husband Robert E. Keiter, member 1980 by the Class of 1980 in memory Trustee from 1926 to 1935. of the Wheaton College Board of classmate Helene Pruszynski. of Trustees, as an investment in Shelby Cullom Davis Visiting Senior Athletic Award: Established education during the Campaign for Professorship in Russian Studies: in 1978 to recognize a member of Wheaton. Established in 1993 with a gift from the graduating class who has made the Shelby Cullom Davis Foundation. A. Howard Meneely Professorship: a significant contribution to the suc- Established in 1971 by Mr. and Mrs. cess of the Wheaton College Athletic Mary Renwick Gammon ’48 Brackett H. Clark in memory of A. Program. Endowed Faculty Chair: Established Howard Meneely, Wheaton President by the generosity of Mary Renwick from 1944 to 1961. Selected Endowed and Other Named Funds 221

Anne J. Neilson ’49 Endowed Wheaton College by her parents, Iris C. Brown ’27 Scholarship: Professorship in the Sciences: Elizabeth L. Athey ’68 and Frank Established in 1988 through a Established in 1999 by Anne J. W. Lloyd, and her grandmother, bequest from the estate of Iris C. Neilson, Class of 1949. This faculty Margaret Stoffregen Athey. Brown, Class of 1927. chair is to be awarded to a tenured Helen Knight Atwood Scholarship: Nancy Monick Budd ’59 and member of the Wheaton faculty for Established in 1974 in memory of William B. Budd Scholarship: outstanding teaching and research in Helen Knight Atwood, Class of 1922, Established by Mr. and Mrs. Budd, the sciences. by her children. parents of Mary Budd Logan ’83 and William C. H. and Elsie D. Prentice Phyllis Maynard Baldwin ’47 parents-in-law of Nancy Niekrash Professorship: Established in 1975 Endowed Trustee Scholarship: Budd ’86 for the benefit of deserving in honor of William C. H. Prentice, Established in 1999 by Linda students of Wheaton College. Wheaton President from 1961 to Baldwin, Class of 1973, in honor of Caroline Hodges Cady 1975, and Mrs. Prentice, with gifts her mother, Phyllis Maynard Baldwin, Scholarship: Established in 1965 from trustees, alumnae, faculty, staff Class of 1947. through a bequest from the estate of and friends. Lloyd G. and Mildred Balfour Caroline Cady Hewey, Class of 1895, Jane Ruby Professorship: Scholarship: Established in 1983 in memory of her mother, Caroline Established in 1997 by John F. Mars by the Balfour Foundation in honor Hodges Cady, Class of 1873. and Adrienne Bevis Mars ’58, mem- of Mr. and Mrs. Balfour, longtime Antoinette Frances Carpenter ber of the Wheaton College Board of friends of the College. Fund: Established in 1977 through a Trustees, in memory of Jane E. Ruby, bequest from the estate of Caroline Professor of History from 1954 to Eliot Fitch and Christine Price Bartlett ’46 Scholarship: T. Bartlett in memory of Antoinette 1978, to recognize outstanding teach- Frances Carpenter, Class of 1855. ing and research in the humanities or Established in 1993 through a social sciences. bequest from the estate of Eliot Fitch Henry and Frances Reed Carpenter Bartlett, late husband of Christine ’30 Scholarship: Established in Dorothy Reed Williams ’43 Chair in Price Bartlett, Class of 1946. 1986 by Frances Reed Carpenter, Social Science: Established in 1993 Anson M. and Jean Jones Beard ’65 Class of 1930, through a bequest by Mr. and Mrs. L. Stanton Williams from the estate of her husband, (Dorothy Reed, Class of 1943). Trustee Scholarship: Established in 1997 by Jean Jones Beard, Class Henry D. Carpenter. of 1965, and Anson M. Beard, Jr., Carrow-Phillips-McElyea Fund: Endowed Scholarships member of the Wheaton College Established in 1985 by Carol Phillips E. Mildred Abbott ’31 Endowed Board of Trustees since 1971. McElyea, Class of 1970, in honor of Scholarship: Established in 1999 Elizabeth Palmer Bedell ’32 the women who have made signifi- through a bequest from the estate of Endowed Scholarship: Established cant contributions to her life. E. Mildred Abbott, Class of 1931. in 1997 by Elizabeth Palmer Bedell, Annie E. Carter Scholarship: Mary Dana Abbott 1902 Scholarship Class of 1932. Established in 1912 by the Trustees Fund: Established in 1960 by Mary Doris Taylor Bishop Memorial of Wheaton College in memory Dana Abbott, Class of 1902. Scholarship: Established in 1969 by of Annie E. Carter, a teacher at George I. Alden Scholarship: family, alumnae and friends in memo- Wheaton Seminary from 1862 to Established in 1984 by a challenge ry of Professor Bishop, a member of 1881. grant from the Trustees of the George the Classics Department from 1955 Margaret K. Chapin ’28 I. Alden Trust, with matching gifts to 1969. Scholarship: Established in 1993 from alumnae, parents and friends. Marjorie McNamara Bland ’62 through a bequest from the estate of Gwendolyn Dodge Alden Endowed Scholarship: Established Margaret K. Chapin, Class of 1928. Scholarship: Established in 1958 in 1997 by Marjorie Bland ’62. The Centennial Scholars’ by Gwendolyn Dodge Alden, Class Abigail and Charles Boote Endowment: Established in 1984 of 1926. Scholarship: Established in 1983 by Natalie Johnson Fry and Janet Alumnae Memorial Scholarship: by Margo C. Boote, Class of 1942, in Smock Roberts, both of the Class of Established in 1966 by the Wheaton memory of her parents. 1939, classmates and friends. College Alumnae Association. Chidsey-Marshall Scholarship: Reed and Ernestine Bricker Established in 1972 by alumnae Margaret U. S. Athey ’97 Scholarship: Established in 1972 and friends in honor of Professor Scholarship Endowment Fund: by Mr. and Mrs. Reed Bricker in Maud A. Marshall, a member of the Established in 1997 in honor of honor of their daughter, Jean Bricker Chemistry Department from 1934 to Margaret Athey’s graduation from Trautman, Class of 1948. 222 Selected Endowed and Other Named Funds

1973, and Professor Jane L. Chidsey, Class of 1954 Scholarship: her mother Phyllis Jean Cosgrove a member of the Biology Department Established in 1954 by parents of Plapis, to help future students enter- from 1939 to 1973. members of the Class of 1954. ing or returning to college to benefit from a Wheaton education. Putnam and Elizabeth Friend Class of 1955 Scholarship: Cilley ’29 Scholarship : Established Established in 1955 by parents of Catherine Conover Endowed in 1989 by Mr. and Mrs. Putnam members of the Class of 1955. Scholarship: Established by Cilley (Elizabeth Friend Cilley, Class Christopher Covert in honor of Class of 1956 Scholarship: of 1929). Established in 1956 by parents of Catherine Conover to support student Sarah Warner Clark Scholarship: members of the Class of 1956. aid grants. Established in 1938 through a be- Mildred Libby Cook ’31 Scholarship Class of 1957 Scholarship: quest from the estate of Sarah Warner Established in 1957 by parents of Fund: Established in 1985 through Clark, Class of 1857. members of the Class of 1957. a bequest from the estate of Mildred Class of 1916 Reunion Scholarship: Libby Cook, Class of 1931. Class of 1964 Memorial Established in 1966 by the Class of Channing and Nancy Cox 1916. Scholarship: Established in 1985 by members of the Class of 1964 on the Scholarship: Established in 1971 Class of 1921 Scholarship: occasion of their 20th Reunion and in through a bequest from the estate Established in 1968 by the Class of memory of deceased classmates. of Nancy Cox, Class of 1939, in 1921. memory of her father, Governor of Class of 1966 Memorial Class of 1924 Scholarship: Massachusetts from 1921 to 1925 Scholarship: Established in 1985 by Established in 1928 by the Class of and Wheaton Trustee from 1926 to members of the Class of 1966 on the 1924. 1956. occasion of their 20th Reunion and in Class of 1934 Endowment Fund: memory of deceased classmates. Emma F. Cunliff Scholarship: Established in 1984 by the Class of Established in 1929 through a 1934 on the occasion of its 50th Dorothy Lindeman Classen ’43 bequest from the estate of Emma F. Reunion. Unrestricted Endowed Scholarship: Cunliff, Class of 1868. Established in 1997 through a Class of 1936 Scholarship: bequest from Dorothy Lindeman Curtis Dahl Endowed Scholarship Established in 1986 by the Class of Classen ’43. Fund: Established in 1999 by friends 1936 on the occasion of its 50th and former students of Professor of Reunion. Carolyn M. Clewes and Leota C. English Emeritus Curtis Dahl. Colpitts Scholarship: Established

Class of 1937 Scholarship: in 1998 by the estate of Carolyn Charles A. Dana Scholarship: Established in 1986 by members of M. Clewes, Professor of History Established in 1978 with a challenge the Class of 1937 in anticipation of at Wheaton from 1941 to 1980. It grant from the Charles A. Dana their 50th reunion. also honors the memory of Leota Foundation, and with matching gifts Class of 1944 Memorial C. Colpitts, Dean of Students at from alumnae, parents and friends. Scholarship: Established in 1984 by Wheaton from 1949 to 1968. Marion P. Dana Scholarship: members of the Class of 1944 on the Established in 1982 by Marion P. Eleanor Whitney Collier ’35 occasion of their 40th Reunion and in Dana, Class of 1907. memory of deceased classmates. Scholarship: Established in 1980 by Trustee Emeritus Abram T. Collier Mabel W. Daniels Scholarship: Class of 1945 Scholarship: and Eleanor Whitney Collier, Class of Established in 1973 by Mabel Established in 1955 by the Class of 1935, parents of Debora Collier Zug, Wheeler Daniels, a former member of 1945. Class of 1963. the Visiting Committee on Music. Class of 1950 Scholarship: Priscilla S. Collins ’40 Endowed Eleanor Broderick Daunis ’38 Established in 1950 by parents of Scholarship: Established in 2007 by and Elisabeth Daunis Slocum ’68 members of the Class of 1950. Priscilla S. Collins, Class of 1940. Endowed Scholarship: Established Class of 1951 Scholarship: in 1998 by Eleanor Daunis ’38 in Allyson Joy Connor ’96 Memorial Established in 1951 by parents of honor of her daughter, Elisabeth Scholarship: Established in 1997 in members of the Class of 1951. memory of Allyson Joy Connor ’96 by Daunis Slocum ’68, on her 30th Class of 1952 Scholarship: her family and friends. reunion, and to mark her own 60th Established in 1952 by parents of reunion. Continuing Education Endowed members of the Class of 1952. Phyllis Hussey Davidson ’22 Scholarship: Established in 1995 on Class of 1953 Scholarship: the occasion of the tenth anniversary Scholarship: Established in 1973 Established in 1953 by parents of reunion of CE students, by Jean by Phyllis Hussey Davidson, Class members of the Class of 1953. Plapis Campbell, CE, in memory of of 1922. Selected Endowed and Other Named Funds 223

Norma L. Dickey Endowed scholarship aid to a worthy student, Barbara Bean Gorman ’28 Scholarship Fund: This fund was with first preference for students Scholarship for Students from established by Norma L. Dickey, interested in foreign languages or the State of Maine: Established Class of 1942, to support student students interested in international in 1983 by Leon A. Gorman and scholarships at Wheaton. programs. his brothers, John and James, on Hannah Valentine Durfee Richard V. and Mildred Carlson behalf of their mother, Barbara Bean Scholarship: Established in 1983 Ford Scholarship: Established by Gorman, Class of 1928. by Sarah D. Test, in memory of her Rosemary Ford Kotkowski ’47 in Eric G. Goullaud Scholarship great grandmother, Hannah Valentine honor of her parents Richard and Endowment Fund: The income Durfee, Class of 1842. Mildred Carlson Ford. Income from from this fund is to be used for Campbell Edwards Family Endowed this fund is to be used for scholarship student scholarships. Scholarship Fund: Established in aid for deserving students. Priscilla King Gray ’55 2006 by the generosity of Caroline Josephine Wilding Freeman ’44 Scholarship Fund: Established in Campbell Edwards ’70. Endowed Fund: Established in 1993 1984 by Dr. and Mrs. Paul E. Gray Lucky Dallo Eisner ’53 Scholarship: by Josephine Wilding Freeman ’44 on (Priscilla King, Class of 1955), Established in 1976 by Trustee the occasion of her 70th birthday. parents of Amy Gray Sluyter, Class Emeritus Edgar R. Eisner and Lucky Katherine Langsdorf Friedlich of 1980. Dallo Eisner, Class of 1953. Endowed Scholarship: Established in 1970 by Alma Grew Scholarship: This fund as a full scholarship in 1985. Mr. and Mrs. Robert S. Weil (Virginia was established in June of 2004 Daniel F. Elliott Scholarship: Loeb, Class of 1942), in memory of by Alma C. Grew, Class of 1963, to Established in 1999 in memory of Katherine L. Friedlich, Class of 1942. support scholarship aid for worthy Daniel F. Elliott, the grandfather of Elizabeth A. Garrigues ’49 Wheaton College students. Sharon Lauricella, Class of 1994, Scholarship: Established in 2001 by Ellin Wynne Hales ’52 and Dan Lauricella, Class of 1998, Elizabeth A. Garrigues, Class of 1949. Scholarship: Established in 1966 by his family. The income from this fund is to be by Burton W. Hales, Jr., and Ellin Natalie Evelyn Emery ’77 used for general student scholarship Wynne Hales, Class of 1952. Scholarship: Established in 1988 by support. Frances Hall ’39 Endowed Nathan and Ruth E. Emery in memory Ruth Linscott Gatz ’28 Endowed Scholarship : This fund was of their daughter, Natalie Evelyn Scholarship Fund: Established in established in January of 2004 by Emery, Class of 1977. July 2002 as an endowed scholarship Frances Hall, Class of 1939, for Ida Josephine Everett Scholarship: fund to support the education of a scholarship purposes. Established in 1928 by the Class worthy student. Irene L. Hamilton ’23 Scholarship: of 1915 in honor of Ida Josephine Marion B. Gebbie Scholarship: Established in 1939 by Mr. and Mrs. Everett, Dean of the College from Established in 1965 by the Gebbie Joseph S. Hamilton in memory of 1912 to 1921. Foundation in memory of Marion B. their daughter, Irene Hamilton, Class Faith and William Endowed Gebbie, Class of 1901. of 1923. Scholarship Fund: Established in Lillian and Anthony Gigante Ruth Moody Hamilton ’29 2000 by an anonymous donor to Scholarship: Established in 1996 by Scholarship: This fund was estab- be used to award scholarship aid to Dr. Linda Gigante ’72 in honor of her lished in 2002 as an unrestricted deserving students. parents, Lillian and Anthony Gigante. scholarship fund by Ruth Moody Charles K. Fassett Music Emma W. Gleason Scholarship: Hamilton, Class of 1929. Scholarship: Established in 1995 Established in 1961 by Emma W. Jack Hart Scholarship: Established by Althea Krause Leyon ’57, Laura Gleason, “a friend of Wheaton.” in 1961 by family and friends in Fassett Russell ’86 and friends in Kathryn Bilgore Gold ’69 memory of Jack Hart, father of Ina honor of Laura’s father, Charles Scholarship Fund: Established in June Hart, Class of 1962. K. Fassett, Professor of Music at 1991 by Kathryn Bilgore Gold, Class Ruth Hathaway ’36 Scholarship: Wheaton from 1963 to 1995. of 1969, to provide scholarships for Established in 1981 by Ruth Follett Family Scholarship Fund, in students who demonstrate academic Hathaway, Class of 1936. Memory of Helena Converse Follett excellence and need. William Randolph Hearst ’36: The Follett Family Scholarship Carolyn Ricker Goodrich ’27 Scholarship Fund: Established Fund in Memory of Helena Converse Scholarship: Established in 1993 in 1994 by the William Randolph Follett, Class of 1936, was estab- by Carolyn Ricker Goodrich, Class Hearst Foundation. lished for the purpose of providing of 1927. 224 Selected Endowed and Other Named Funds

Beatrice Parker Hemingway ’10 and grandmother of Emily C. Hood, Martin Luther King Jr. Scholarship: Scholarship: Established in 1935 by Class of 1953. Established in 1968 by faculty, staff Beatrice Parker Hemingway, Class Holmes Mercier Scholarship: and students as the Martin Luther of 1910. Established in 1993 by Betty Holmes King, Jr. Scholarship. Endowed in Patricia “Peaches” Henning ’56 Reiley in memory of her sister Ruth 1984 in honor of Judy F. Rosenblith, Scholarship: Established in 1997 Holmes Mercier ’31 and in honor of a member of the Psychology by Patricia “Peaches” Henning ’56 her sister Esther Holmes ’36 and her Department from 1965 to 1984. and Dr. Katherine M. Kendall in niece Marie Mercier ’69. Eleanor Wallerstein Kurson ’36 memory of Dr. Carl Garabedian, Virginia Olivier Howard ’48 Scholarship: Established in 2007 Professor of Mathematics and Choir Endowed Scholarship: This fund by Richard and Nancy Kurson Lubin Director/Organist at Wheaton from was established by Virginia Olivier ’68 and Jane Kurson ’65 in memory 1936–1960. Howard, Class of 1948, to support of their mother, Eleanor Wallerstein Hildegarde Marburg Hennington scholarship aid at Wheaton College. Kurson ’36. ’37 Scholarship: Established Harriet Eleanor Hughes ’18 Mary B. Lane ’28 Scholarship: in 1999 by Hildegarde Marburg Scholarship: Established in 1951 Established in 1978 by Richard B. Hennington, Class of 1937. through a bequest from the estate Lane, father of Lisa Lane, Class of Allen A. and Sheila Lewis Henry of Mrs. Lois Peirce-Hughes in mem- 1981, in memory of his mother, Mary ’64 Scholarship: Established in ory of her daughter, Harriet Eleanor B. Hayward Lane, Class of 1928. 1998 by Allen A. and Sheila Lewis Hughes, Class of 1918 and Trustee of Amelia Lauricella Scholarship Henry ’64. the College from 1935 to 1949. Endowment: Established in 1994 Elizabeth Beadle Herrmann ’51 Norman M. and Edith C. Hussey by Peter Lauricella, father of Sharon Scholarship: Income from this fund Scholarship: Established in 1995 ’94 and Daniel ’98, Anna Lauricella is to be used for student scholar- by Dorothy Hussey Bonsall ’48 in and Thomas Lauricella, in memory of ships. memory of her parents, and funded Amelia Lauricella, Peter’s grandmoth- Fannie Park Hodges Scholarship: by Norman M. Hussey. er and Thomas and Anna’s mother. Established in 1987 by Henry Park Lillia Babbitt Hyde Scholarship: Evelyn Freeman Lawson ’28 Hodges in honor of his mother, Established in 1960 by the Lillia Scholarship: Established in 1985 Fannie Park Hodges, a member of Babbitt Hyde Foundation. by Evelyn Freeman Lawson, Class of the Wheaton Female Seminary Class International Relations 1928. of 1888. Scholarship: Established in 1959 Minnie E. LeMaire ’30 Scholarship: James D. and Millicent C. Hogan by the Board of the International Established in 2002 as an unre- P’77, P’87 Family Endowed Relations Club. stricted scholarship fund by Minnie E. Scholarship: Established in 2000 Alice Friend Ireland ’34 Endowed LeMaire, Class of 1930. by James D. and Millicent C. Hogan Trustee Scholarship: Established in in honor of their daughters, Millicent George Sargent Leubuscher ’25 October 2002 to provide scholarship Scholarship: Established in 1985 by Hogan-Whitely, Class of 1977, and awards to outstanding students in Cynthia Hogan, Class of 1987. George Sargent Leubuscher, Class Maine. of 1925, on the occasion of her 60th Ethel and Frederick Holden Florence O. Jensen ’34 Scholarship: reunion. Scholarship Fund: Established in Established in 1992 by Florence O. June Rockwell Levy Scholarship: 2004 by Dorothy H. Candage, Class Jensen, Class of 1934. of 1927, in memory of her parents, Established in 1967 by the June Ethel H. and Frederick A. Holden, to Harry V. Keefe, Jr. Boston Latin Rockwell Levy Foundation. Scholarship: Established in 1997 provide scholarship aid to Wheaton Teddy Krause Leyon ’57 and by Harry V. Keefe, Jr., husband of College students. Anne Leyon Kilkenny ’84 Music the late Jean Mulcahy Keefe ’44 and Scholarship Fund: Established in Judge Nancy Ann Holman Trustee of the College. Washington State Scholarship: 1996 by Althea Krause Leyon, Class Established in 1997 in honor of Katherine M. Kendall Endowed of 1957, and John Leyon, parents of Trustee Nancy Ann Holman ’56 by Scholarship Fund: Established in Anne Leyon Kilkenny, Class of 1984. her friends and colleagues in the 1999 by Patricia “Peaches” Henning The purpose of this fund is to provide state of Washington. ’56 and Dr. Katherine M. Kendall. students with fees for individual music lessons. Helen D. Hood Scholarship: Annie M. Kilham Scholarship: Established in 1959 by Helen Davis Established in 1932 by Annie M. Lincoln Family Endowed Hood, mother of Gilbert H. Hood, Kilham, Class of 1870 and Trustee Scholarship Fund: Established in Jr., Trustee from 1956 to 1985, and from 1897 to 1933. 1999 for scholarship aid. Emily Hood Norris, Class of 1920, Selected Endowed and Other Named Funds 225

Carrol Tenenbaum Lippman ’63 Nancy Fifield McConnell ’68 the occasion of their 50th wedding Memorial Scholarship: Established Endowed Scholarship: Established anniversary. in 1995 by friends of Carol Tenenbaum in 1998 by Mr. and Mrs. Richard Mary Elizabeth Robinson Murphy Lippman, Class of 1963, to celebrate Newcomb (Janet Haines Newcomb Scholarship: Established in 1995 her life and her devotion to Wheaton. ’41) in honor of their daughter, Nancy by Debra K. Glidden, Class of 1968, Livengood Family Scholarship: Fifield McConnell ’68, on her 30th member of the Wheaton College Established in 1983 by Mr. and Mrs. reunion. Board of Trustees, to honor the Herbert Owen Livengood (Kathryn McCune Endowed Scholarship memory of her grandmother, Mary Elaine Poss, Class of 1935), parents Fund: Established in 1998, the fund Elizabeth Robinson Murphy, and to of Margaret Lucile Livengood, Class supports internships with community- celebrate their shared love of music. of 1969. based organizations, direct volunteer Marcia Silver Nalebuff ’54 Helen Loud ’21 Scholarship: activity and non-profit placements, Scholarship: Established in 1996 Established in 1998 by the estate of both domestic and foreign. with a gift from Marcia Silver Helen L. Loud ’21. Walter O. McIntire Scholarship: Nalebuff, Class of 1954. Harold S. Lupton Scholarship: Established in 1941 by friends of Barbara Erwin Nelson ’28 Established in 1973 by Gladys Professor Mclntire, a member of the Scholarship Fund: This scholarship A. Lupton in recognition of her Philosophy Department from 1914 was established by Barbara Erwin husband’s many years of service to 1941. Nelson, Class of 1928. to Wheaton as a member of the Priscilla Wascoat McKenney ’34 Janet Haines Newcomb Humanities Buildings and Grounds Department. Memorial Scholarship: Established Scholarship: Established in 1996 Mary Clute Lyon ’44 Endowed in 1977 by family and friends by Richard W. Newcomb in honor of Scholarship Fund: Established in in memory of Priscilla Wascoat his wife Janet, Class of 1941, on the 1996 with a gift from Mary Clute McKenney, Class of 1934. occasion of her 55th reunion. Lyon, Class of 1944. Harriet Dewey McLucas ’45 Diana Horton Nicosia Scholarship: Genevieve Teachout Madden ’35 Endowed Scholarship Fund: Established in 1983 by Mr. and Mrs. Scholarship: Established in 1987 Established by Harriet Dewey Mario Nicosia (Diana Horton, Class in memory of Genevieve Teachout McLucas ’45 in 2007 to support a of 1974). student who has financial need and Madden, Class of 1935, by her Established in has an interest in the sciences. Nike Scholarship: husband John C. Madden, her son 1953 by the College yearbook staff . John, Jr., and her daughter Margaret Elizabeth Hurd McMurray ’28 Virginia Wakeman Noyes ’25 Madden Eaton, Class of 1969. Scholarship: Established in 1985 Established in 1985 by by Elizabeth Hurd McMurray, Class Scholarship: Georgia Marin ’18 Endowment Herman M. Noyes in memory of his of 1928. Fund: Established in 1990 by Georgia wife, Virginia Wakeman Noyes, Class H. Marin, Class of 1918, this fund Charles E. Merrill Trust of 1925. Activated in 1993 upon Mr. provides scholarship aid to deserving Scholarship: Established in 1975 Noyes’ death. students with preference to students through a grant from the Charles E. from a foreign country expecting to Merrill Trust. Ohrn Family Scholarship: Established in 1983 by Sandra Ohrn return to their native country. Estelle Merrill Scholarship: Moose, Class of 1963 and Trustee Maxine and Frances Poel Mason Established in 1911 by members from 1981 to 1991, in honor of her Scholarship: Established in 1984 in of the New England Wheaton Club parents. memory of Frances Poel Mason by in memory of Estelle Hatch Merrill, her daughter, Trudy L. Mason, Class Class of 1877, founder and first O’Keefe Family Scholarship: Established in 1996 by Sandra of 1963, and friends. In 1994, the president of the Club, and Wheaton Thrasher O’Keefe, Class of 1976, and scholarship was renamed in memory Trustee in 1896. Kenneth O’Keefe. of Maxine Mason, Trudy’s sister. Metcalf Scholarship: Established Frederick Harlan Page and Grace Frank and Gertrude Mason ca. 1876 by the Wheaton Seminary Wallace Page Scholarship: Scholarship: Established in 1983 Alumnae Association in honor of Established in 1952 by Frederick by Helen Mason Bancroft, Class of Caroline C. Metcalf, principal of the Harlan Page, Trustee from 1916 to 1935, in memory of her parents. Seminary from 1850 to 1876. 1952. Mary Law McClintock Scholarship: Benjamin S. and Estelle D. Moss Ruth Tompkins Papageorge ’32 Established in 1956 by the Scholarship: Established in 1951 McClintock Alumnae Association in by family and friends of Mr. and Mrs. and George Papageorge Endowed : Established in 1998 by memory of Miss McClintock, Principal Moss, grandparents of Peggy Moss Scholarship Ruth Tompkins Papageorge ’32. of the McClintock School in Boston. Crystal Michelman, Class of 1954, on 226 Selected Endowed and Other Named Funds

Thomas Anthony Pappas Family in memory of Helene Pruszynski, aid for students who have financial Endowed Scholarship in the Liberal Class of 1980. Endowed in 1983 by need and come from the state of Arts: Established in 1997 by the alumnae, family and friends. Massachusetts. Thomas Anthony Pappas Charitable Muriel Reynolds ’24 Memorial Dolores Maddocks Sayles ’28 Foundation. Scholarship: Established in 1982 in Scholarship: Established in 1983 by J. Edgar Park Scholarship: memory of Muriel Reynolds, Trustee Madison Sayles in his wife’s name on Established in 1944 by alumnae and from 1950 to 1971, with gifts to the the occasion of their 50th wedding friends in honor of Dr. Park, Wheaton Sesquicentennial Campaign desig- anniversary. President from 1926 to 1944. nated for scholarship endowment. Audrey MacLeod Schneiderman Elizabeth Chase Perkins ’22 Linda S. Robbins ’87 Endowed ’48 Scholarship Fund: Established Scholarship: Established in 1975 Scholarship: Established in 1999 in in 1984 by Audrey MacLeod by Elizabeth Chase Perkins, Class memory of Linda S. Robbins ’87 by Schneiderman, Class of 1948. of 1922. her family. Schuman-Zwecker Scholarship: Dorothy Gifford Perry ’20 Alice Padelford Roberts ’21 Established in 1983 by Mady Scholarship: Established in 1948 Memorial Scholarship Fund: Schuman, Class of 1972, in honor by Donald P. Perry in memory of his Established in 1994 by Alice of her parents and in memory of her wife, Dorothy Gifford Perry, Class Padelford Roberts, Class of 1921. grandparents. of 1920. Lee Roberts Roberts ’37 Lila Bacon Segal ’46 Scholarship: Leslie H. Pfeiffer Scholarship: Scholarship: Established in 1986 by Established in 1965 by Lila Bacon Established in 1985 by Mrs. Ruth Lee Roberts Roberts, Class of 1937, Segal, Class of 1946. Pfeiffer in memory of her husband. in honor of her 50th reunion. Ariadne Shilaeff Scholarship of the Mrs. Pfeiffer’s nieces, Judy Klie Clara and Lester E. Rosenburg Kohn and Arronson Foundations: Fryett ’67 and Susan Schaller ’76, Scholarship: Established in 1969 Established in 1986 by the Arronson are Wheaton alumnae. by Mr. and Mrs. Rosenburg in honor Foundation at the request of Amy Joyce Glore Phillips ’51 Memorial of their daughter, Carol Rosenburg Kohn Goldberg, Class of 1974, in Scholarship: Established in 1985 in Freedman, Class of 1956. honor of Professor Emerita Ariadne Shilaeff, a member of the Russian memory of Joyce Glore Phillips, Class Carol Frost Ross ’64 Scholarship: of 1951, by her husband Charles E. Fund established by Carol Frost Ross, Department from 1971 to 1985. Philips and family, members of the Class of 1964, to support a Wheaton Walter C. and Esther U. Shipley Class of 1951 and friends. student with demonstrated need. Scholarship Fund: Established in 1966 by family and friends in memory Howard Piper Scholarship Fund: Helen M. Sampson ’32 Unrestricted of Professor Shipley, a member of the Established in 1984 by Helen Wann Endowed Scholarship Fund: Piper, Class of 1939, in memory of Established in 1999 by Helen M. Psychology Department from 1941 her husband, Howard Piper. Sampson, Class of 1932. to 1966. Frances A. Shirley Endowed Susan H. Haberberger Plymyer ’85 Sargent Family Scholarship Fund: Endowed Scholarship: Established Income from this fund to be used for Scholarship Fund in Theatre Studies in 2005 through the generosity of scholarship assistance to one needy or Dramatic Literature: Established Arthur and Joanne Haberberger P’85 student. in 2005 by Frances A. Shirley, Faculty in honor of their daughter, Susan H. Emerita. This endowed fund for Haberberger Plymyer ’85, to provide Irene Sausser Scholarship: Theatre Studies or Dramatic Literature financial assistance to deserving Established in 1983 by Mr. and Mrs. will be awarded to an individual students at Wheaton College. William R. Anixter (Nancy Sausser, with a focus on English or American Class of 1950) in memory of Mrs. drama. The scholarship can be held Elaine Neefus Poole ’33 Anixter’s mother. for two years if the student maintains Scholarship: Established by Elaine a high level of work during the junior Neefus Poole, Class of 1933, to Savitt-First Scholarship: Established year. The holder is encouraged to provide scholarship aid for a student in 1985 by Mr. and Mrs. Robert C. spend a semester or the entire junior majoring in political life. First (Deborah Savitt, Class of 1963) and her parents Mr. and Mrs. William year in the British Isles or Ireland at Dorothy Prior ’26 Scholarship: Savitt. an institution with a strong theatre Established in 1926 by Perley A. program. If the donor’s preference Saxon Family Endowed Scholarship Prior in honor of his daughter, cannot be met, the scholarship may Fund: Established in 2003 by Robert Dorothy Prior, Class of 1926. be awarded outside the preference to and Margery Saxon, parents of Meg another qualified student in need of Helene Pruszynski ’80 Saxon, Class of 1995, and Jill Saxon, financial aid. Scholarship: Established in 1980 Class of 2000, to support scholarship Selected Endowed and Other Named Funds 227

Frances Swengle Shirley Memorial Claire Hyman Steinert Thorn ’29 of 1925 and in honor of her daughter, Scholarship Fund: Established in Scholarship Fund: Established in Faith Weden Fenske, Class of 1954. 1992 by Frances A. Shirley, Faculty 1990 by Claire Hyman Steinert Thorn, Virginia L. Weil ’42 Scholarship Emerita, in memory of her mother, Class of 1929, and increased by gifts : Established in 1979 by Robert S. Frances Swengle Shirley. from several friends and members of Weil, Wheaton Trustee from 1968 to Stanley Wallace Shirley Memorial her family, to provide scholarships to 1992, in honor of his wife, Virginia Scholarship Fund: Established in deserving students at Wheaton. Loeb Weil, Class of 1942. 1992 by Frances A. Shirley, Faculty Hiram Greenwood Tucker Katharine Wellington ’28 Emerita, in memory of her father, Scholarship: Established in 1928 Scholarship: Established in 1992 by Stanley Wallace Shirley. by the Wheaton College Alumnae Katharine Wellington, Class of 1928. Association in memory of Professor Stanley Shirley Endowed Kathleen Welsh ’75 Memorial Scholarship Fund in Economics: Tucker, a member of the Music Department from 1879 to 1922. Scholarship: Established in 1977 Established in 2002 by the generos- by family and friends in memory of ity of Frances A. Shirley, Faculty Trudy Villars Memorial Scholarship: Kathleen Welsh, Class of 1975. Emerita, in memory of her father, Established in 1990 by family and Stanley Shirley. friends in memory of Professor Villars, Eliza Baylies Wheaton, Class of a member of both the Psychology 1926 Scholarship: Established Margaret Dunn Smith ’73 Endowed in 1984 by members of the Class Trustee Scholarship: Established in and Biology Departments from 1980 to 1990. of 1926 in honor of Eliza Baylies 1999 by Margaret Dunn Smith ’73. Wheaton, and presented to the Nellie S. Smith Scholarship: Lovis Sawyer Nichols ’25 and Sukey College on the occasion of their 60th Established in 1967 by Nellie S. Nichols Wagner ’56 Scholarship: reunion. Established in 1993 by Barrett C. Smith, aunt of Irma Condon Burdon, Wheaton Associates Scholarship: Class of 1931. Nichols in memory of his wife Lovis Sawyer Nichols ’25 and in honor of Established in 1983 by the Wheaton Donna Ingemie Sorensen ’66 his daughter Sukey Nichols Wagner Associates. Scholarship in Chemistry: ’56, and activated in 1994 by Trustee Wheaton College Alumnae Established in 1996 in honor of Donna Sukey Nichols Wagner ’56. Scholarship: Established in 1959 Ingemie Sorenson, Class of 1966. Michael and Linda Walsh ’78 by the Wheaton College Alumnae Angela Spence-Shaw Trust: Endowed Scholarship: Established Association. Established in 1999 in memory of in 2003 by Michael and Linda Walsh, Wheaton College Program Angela Spence-Shaw by alumnae/i Class of 1978, with a preference to Scholarship: Established in 1966 and friends. support student scholars from the through gifts to the Wheaton College Tanya Louise Starzenski Memorial Midwest who are majoring in the Program, a capital fund raising Scholarship Fund: Established in physical sciences. program in the 1960s. 1995 in memory of Tanya Louise Arline J. Walton ’33 Scholarship: Wheaton News Scholarship: Starzenski by her parents, Bruce and Established in 1984 by Arline J. Established in 1938 by the staff of Louise (Nichols) Starzenski, Class Walton, Class of 1933. the College newspaper. of 1946. Annie E. Wardwell Scholarship: Wheaton Rhodes Endowed Marjorie Sumner and Margaret Established in 1940 by Isabella M. Scholarship Fund: Established in Whelpley Scholarship: Established Wardwell, Class of 1868, in memory 1998 by Molly Rhodes Glendinning in 1994 by Marjorie Sumner, Class of her sister, Annie E. Wardwell, Class ’42. of 1934. of 1861. Edith M. White Scholarship: Surdna Foundation Scholarship: Isabella M. Wardwell Fund: Established in 1936 by friends in Established in 1974 by the Surdna Established in 1940 by Isabella M. memory of Miss White, Dean of Foundation of New York City. Wardwell, Class of 1868. Freshmen from 1929 to 1935. Nancy Adams Taylor ’53 Jeannette Kittredge Watson ’02 Joan Bloomberg Whitehill ’67 Scholarship: Established in 1959 by Scholarship: Established in 1967 Scholarship Fund: Established in Nancy Adams Taylor, Class of 1953. by the IBM Corporation in memory of 1984 by Joan Bloomberg Whitehill, Tenth Anniversary Scholarship: Jeannette Kittredge Watson, Class Class of 1967. of 1902. Established in 1986 by the Wheaton Whittemore Trustee Scholarship College Alumnae Association in Hazel Wilcox Weden ’25 and Endowment: Established in 1997 honor of President Alice F. Emerson’s Faith Weden Fenske ’54 Endowed in honor of Marion Willi Whittemore, 10th anniversary as President of the Scholarship: Established in 2000 in Class of 1957, on the occasion of her College. memory of Hazel Wilcox Weden, Class 40th reunion. 228 Selected Endowed and Other Named Funds

Marion Dix Whitten Scholarship: Wheaton College Board of Trustees, Eleanor Wallerstein Kurson ’36 Established in 1983 by family mem- in honor of Eleanor Coonley. Annual Fund Scholarship: Established in 2007 by Richard and bers and Nancy Hemenway Whitten Pauline and John Deaver Annual Nancy Kurson Lubin ’68 and Jane Barton, Class of 1941, in honor of Fund Scholarship: Established in Kurson ’65 in memory of their mother, her mother. 2003 by John and Pauline Deaver, Eleanor Wallerstein Kurson ’36. J. Annette Blake Williams Class of 1943, for student scholar- Scholarship: Established in 1929 ships. Lindholm-Lebovitz Annual Fund Scholarship: Established in 2004 by Fred H. Williams in memory of his Virginia Olivier Howard ’48 Current by Janet Lindholm Lebovitz, Class of wife J. Annette Blake Williams, Class Year Annual Fund Scholarship: 1972, to provide student scholar- of 1872. Established in 1995 by Virginia Olivier ships. Woodman-Ryan-Hall Scholarship: Howard, Class of 1948, to support Established in 1950 by Mr. and Mrs. scholarship aid at Wheaton College. Agnes M. Lindsey Current Use Scholarship: Established in 1958 C. W. Ryan (Hazel Woodman, Class of Stacey Hurd Annual Fund and supported by the Agnes M. 1911), parents of Brenda Ryan Hall, Scholarship: Established in 2006 Lindsay Trust of New Hampshire. Class of 1949. by Stacey Hurd, Class of 1990, in memory of her father, Alan B. Hurd. Anne Long ’52 Annual Fund Annual Fund Support Scholarship: Established in 2004 by Barbara Frelinghuysen Israel Anne Long, Class of 1952, to provide Dorothy Littlefield Weber ’38 ’67 Annual Fund Scholarship: scholarships for students with Endowment Fund for Annual Fund Established in 2007 by Thomas and financial need. Support: Established in February of Barbara Frelinghuysen Israel, Class of 2003 by Dorothy Littlefield Weber ’38. 1967, to provide financial assistance Dale Rogers Marshall Annual Fund This fund was established understand- to a Wheaton student with a prefer- Scholarship: This Annual Fund ing the importance of the Annual Fund ence for someone who has expressed scholarship was established in 2004 and its role in helping the college an interest in the arts. by Wendy Blum Luke, Class of 1964, reach new levels of excellence in the in honor of retiring Wheaton College Itkin Family Annual Fund teaching and learning that are the core President Dale Rogers Marshall. Scholarship: Established in 2007 by of a liberal arts mission. It permits Myles and Frances Itkin, parents of Elizabeth Deyo Martin ’48 Annual Wheaton to attract talented students, Miranda Itkin, Class of 2007. Fund Scholarship: Established faculty and staff. Vital needs such in 1997 by Elizabeth Deyo Martin, Jane Lisman Katz ’69 Scholarship as scholarships, competitive faculty Class of 1948, to provide student Fund: Established in February, 2007, salaries and many vibrant educa- aid grants to an individual Wheaton by Jane Lisman Katz, Class of 1969. tional programs are all made possible student. through the Annual Fund. John J. Kelly Annual Fund Multinational Charitable Trust Scholarship: Established in 2007 by Scholarship: Funding provided by Annual Fund Scholarships Janet Kelly, Class pf 1986, in honor the Multinational Charitable Trust of her father, John J. Kelly. Rose E. Smith and Hyacinth B. Foundation supports scholarship aid Bryant Annual Fund Scholarship: Anne F. Kilguss ’64 Annual Fund at Wheaton College. Established in 2000 by Candice C. Scholarship: Established in 2007 Family of Diane C. Nordin Annual Bryant, Class of 1969, to provide stu- by the generosity of Anne F. Kilguss, Fund Scholarship: Established in dent scholarships with a preference Class of 1964. 2004 by the family of Diane C. Nordin for minority students. Klaffky-Hazard Annual Fund to honor her mother, Jeannette S. Dorothy Epstein Carver ’55 50th Scholarship: Established in 2006 by Nordin. This scholarship celebrates Reunion Annual Fund Scholarship: Lynn Klaffky Hazard, Class of 1968, Mrs. Nordin’s more than 30 years of Established in 2004 by Dorothy to provide scholarship support with a service and dedication as a teacher. Epstein Carver, Class of 1955, in preference to a student in the major Rosemary Pye ’68 Annual Fund honor of her 55th reunion, to provide of physics and/or mathematics. Scholarship: Established in 1995 by financial assistance to a student who Fred Kollett Annual Fund Rosemary Pye ’68. has demonstrated a level of academic Scholarship: Established in 2004 Pauline Hancock Roller Annual excellence and social responsibility in memory of Fred Kollett, Professor Fund Scholarship: Established in high school and while at Wheaton of Mathematics and Director of in 2006 by Stephany Roller College. Academic Computing by David L. Mendelsohn, Class of 1962, in Eleanor Coonley Annual Fund Wagner, member of the Wheaton memory of her mother, Pauline Scholarship: Established in 1999 by College Board of Trustees. Hancock Roller. Patricia H. Arnold ’66, member of the Selected Endowed and Other Named Funds 229

Ann Gilmour Ross ’48 Annual Fund Nick and Molly Booth ’72 Annual in memory of her parents, Ruth and Scholarship: Established in memory Fund Scholarship for Project Brackett Clark. of Ann Gilmour Ross, Class of 1948, Scholarship: Established in 2007 by Class of 1952 Annual Fund by her sister Deane Marsh. Molly Davis Booth, Class of 1972. Scholarship for Project Margaret Clover Stillman ’59 and Barbara and John Boyle Annual Scholarship: Established in 2007 by Robert D. Stillman Annual Fund Fund Scholarship for Project Gordon McGovern S’52. Scholarship: Established in 2007 Scholarship: Established in 2007 by Nancy and William Conger Annual through the generosity of Margaret Barbara and John Boyle. Fund Scholarship for Project Clover Stillman ’59 and Robert D. Carolyn M. Brown Annual Scholarship: Established in 2007 Stillman. Fund Scholarship for Project by Wheaton College Trustee Nancy Celine Sullivan Scholarship: Scholarship: Established in 2007 by Pearlstine Conger, Class of 1967. Established in memory of Celine the generosity of Wheaton College McNamara Crowley Annual Sullivan by her granddaughter, Trustee Roger H. Brown in honor of Fund Scholarship for Project Wheaton College Trustee Jessica his mother, Carolyn M. Brown. Scholarship: Established in 2007 Bruce, Class of 1987. Wayne and Jacqui Budd Annual by Joan McNamara Crowley, Class West Robinson Annual Fund Fund Scholarship for Project of 1978. Scholarship: Established in 2007 by Scholarship: Established in 2007 by Burdella Miller Crutcher Carol and Peter West England P’08. Wheaton College Trustee Wayne A. Scholarship: Established in 2007 by Budd and Jacqueline Budd. Wheaton College Bhutan President Ronald A. and Mrs. Betty Scholarship: This scholarship was Callow Family Annual Fund Neal Crutcher in memory of Burdella established by Adrienne Bevis Mars, Scholarship for Project Miller Crutcher. Class of 1958, and her son Michael Scholarship: Established in 2007 by D’Amico Family Scholarship: Mars, to support scholarship aid for Rebecca Burtt Callow, Class of 1973. Established in 2007 by Maria worthy students from Bhutan. Tom and Carol Soliday Cameron ’50 D’Amico Eiler, Class of 1968. Annual Fund Scholarship for Barbara Fales de Braganca ’77 Project Scholarship Funds Project Scholarship: Established by Family Annual Fund Scholarship for Thomas and Carol Soliday Cameron, Atwood-Kottler Family Annual Project Scholarship: Established in Class of 1950. Fund Scholarship for Project 2007 by Miguel and Barbara Fales de Scholarship: Established in 2007 by Susan Howard Campbell Annual Braganca, Class of 1977, in honor of Laura Atwood Kottler, Class of 1984, Fund Scholarship for Project her 30th reunion. and Thomas Kottler. Scholarship: Established in 2007 Deborah Haigh Dluhy Annual by Susan Howard Campbell, Class Professor Charles Aughtry Annual Fund Scholarship for Project of 1962. Fund Scholarship for Project Scholarship: Established in 2007 by Scholarship: Established in 2007 by Stephen and Carol M. Canter Wheaton College Trustee Deborah Mary “Polly” Bartlett Bryson, Class of ’66 Annual Fund Scholarship for Haigh Dluhy, Class of 1962. 1979, in memory of Professor Charles Project Scholarship: Established Campbell Edwards Family Annual Aughtry. in 2007 by Carol Magovern Canter, Fund Scholarship for Project Class of 1966. Birkmann Family Scholarship for Scholarship: Established in 2007 by Project Scholarship: Established in Sunny Chen ’06 Honorary the generosity of Caroline Campbell 2007 by Betsy Birkmann Gabrielson, Scholarship: Established in 2007 by Edwards, Class of 1970. Class of 1978, to support scholar- John and Ann Kirkpatrick Runnette, Ellanor S. Fink ’67 Annual ships for students with a desire to Class of 1956, in honor of Sunny Fund Scholarship for Project pursue a Wheaton career of study in Chen, Class of 2006. Sunny’s great Scholarship: Established in 2007 by the physical or behavioral sciences. thirst for knowledge led her to Ellanor Stengel Fink, Class of 1967. Bliss-Orange 1957 Annual Wheaton, where she excelled. This Kalliope G. Garoufes ’57 Annual Fund Scholarship for Project scholarship is given to students with Fund Scholarship for Project Scholarship: Established in 2007 by the same drive, ambition, persever- Arnold and Margit Bliss Orange, Class ance, and appreciation of life that Scholarship: Established in 2007 by of 1957. Sunny Chen has exhibited. Kalliope G. Garoufes, Class of 1957, in honor of her 50th reunion. Blue Sky Annual Fund Scholarship Ruth and Brackett Clark Annual Henrietta Gates ’72 Annual for Project Scholarship: Established Fund Scholarship for Project in 2007 by Heidi Milne, Class of Scholarship: Established in 2007 by Fund Scholarship for Project 1995. Virginia “Sally” Clark, Class of 1953, Scholarship: Established in 2007 by Henrietta Gates, Class of 1972. 230 Selected Endowed and Other Named Funds

Debra K. Glidden Annual in honor of Elizabeth S. May, retired Amy Gray Sluyter ’80 Annual Fund Scholarship for Project Dean of the College 1949–1964 Fund Scholarship for Project Scholarship: Established in 2007 by and Acting President of Wheaton Scholarship: Established in 2007 by Wheaton College Trustee Debra K. 1961–1962. Wheaton College Life Trustee Paul E. Glidden, Class of 1968. Josephine McFadden ’61 Annual Gray and Priscilla King Gray, Class of 1954, in honor of their daughter, Amy Katharine Brockway Grenholm Fund Scholarship for Project Gray Sluyter, Class of 1980. ’57 Annual Fund Scholarship for Scholarship: Established in 2007 by Project Scholarship: Established Josephine McFadden, Class of 1961. Alison Grant Small ’66 Annual Fund in 2007 by Jane Rowe Mraz ’57 Ann S. and Samuel M. Mencoff Scholarship: Established in 2006 by in memory of Katharine Brockway Annual Fund Scholarship for Alison Grant Small, Class of 1966. Grenholm ’57. Project Scholarship: Established in Matilda S. Smith ’48 Annual Greystone Scholarship for Project 2007 by Samuel M. Mencoff and Ann Fund Scholarship for Project Scholarship: Established in 2007 Stoeffel Mencoff, Class of 1979. Scholarship: Established in 2007 by by Anne Sheehan Schick, Class of Gillian Shepherd Mestre Annual Matilda “Til” Smith, Class of 1948. 1967, and Thomas Shick. Fund Scholarship for Project Dana Spencer Annual Fund Peter Haas Honorary Annual Scholarship: Established in 2007 Scholarship for Project Fund Scholarship for Project by Gillian Shepherd Mestre, Class Scholarship: Established in 2007 by Scholarship: Established in 2007 of 1970. an anonymous donor. by Wheaton College Trustee Janet Anne J. Neilson ’49 Annual Ruth and Joseph Sprinz Annual Haas and her husband John Haas in Fund Scholarship for Project Fund Scholarship for Project honor of their son Peter Haas, Class Scholarship: Established in 2006 Scholarship: Established in 2007 by of 2006, and in support of a student by Wheaton College Trustee Emerita Lisbeth Sprinz Stern, Class of 1954, majoring in history. Anne J. Neilson, Class of 1949. in honor of her parents, Ruth and Winston and Sarah Hindle Annual Marion and Ivon Newberg Annual Joseph Sprinz. Fund Scholarship for Project Fund Scholarship: Established in Patricia Peck Tiebout ’46 Honorary Scholarship: Established in 2007 by 2007 by Esther Newberg, Class of Annual Fund Scholarship for Wheaton College Trustee Emeritus 1963, in memory of her parents, Project Scholarship: Established in Winston R. Hindle, Jr. and Sarah Marion and Ivon Newburg. 2007 by Wheaton College Trustee Hindle. Pegasus Annual Fund Scholarship Janet Tiebout Hanson, Class of 1974, Nancy Carolyn Hoyer Memorial for Project Scholarship: Established in honor of her mother, Patricia Peck Scholarship for Project in 2007 by an anonymous donor. Tiebout, Class of 1946. Scholarship: Established in 2007 Tucker-Pearson Annual by Jane Merselis Burpeau, Class of Townsend Purrington Scholarship for Project Scholarship: Established Fund Scholarship for Project 1956, in memory of her classmate, Scholarship: Established in 2007 Nancy Carolyn Hoyer. in 2007 by Suzanne Townsend Purrington, Class of 1960. by Jocelyn Tucker Pearson, Class Kovensky Family Scholarship for of 1976. Project Scholarship: Established in Carol Frost Ross ’64 Annual Fund Scholarship for Project Peter and Elena Drake Vandervoort 2007 by Barbara Jensky Kovensky, ’67 Annual Fund Scholarship for Class of 1967. Scholarship: Established in 2007 by Carol Frost Ross, Class of 1964. Project Scholarship: Established in Leyon Family Annual Fund 2007 by Elena Drake Vandervoort, Scholarship for Project Phyllis Rubinovitz Annual Class of 1967. Scholarship: Established in 2007 Fund Scholarship for Project Scholarship: Established in 2007 by Joselynn D. Van Siclen ’62 Annual by John and Althea “Teddy” Leyon, Fund Scholarship for Project Class of 1957. Phyllis Silverstein Rubinovitz, Class of 1954. Scholarship: Established in 2007 Nina Solomon Magowan ’77 by Joselynn D. Van Siclen, Class of Annual Fund Scholarship for Barbara Shalita Samuelson ’64 1962. Project Scholarship: Established in Annual Fund Scholarship for Project Scholarship: Established in Russell A. Vedoe Memorial Annual 2007 by Nina Solomon Magowan, Fund Scholarship for Project Class of 1977. 2007 by Barbara Shalita Samuelson, Class of 1964. Scholarship: Established in 2007 Elizabeth S. May Annual by Wheaton College Trustee Cheryl Fund Scholarship for Project Mary Zygala Schleyer ’74 Annual Vedoe, Class of 1974, in memory of Scholarship: Established in 2007 Fund Scholarship: Established in her father, Russell A. Vedoe. by Elizabeth Athey, Class of 1968, 2006 by Mary Zygala Schleyer, Class of 1974. Selected Endowed and Other Named Funds 231

David and Ellen Wagner Annual Jr. Foundation, the purpose of this teach a class or classes to Wheaton Fund Scholarship for Project fund is to enhance every student’s students. Scholarship: Established in 2007 by education—and life—by broaden- Mary Bloor Loser ’42 Arts Fund the generosity of Wheaton College ing opportunities for exposure to the for Music: Established in 1987 in Trustee David Wagner and Ellen wide world of the arts. Through the memory of Mary Bloor Loser, Class Wagner. Evelyn Danzig Haas ’39 Visiting Artists of 1942, and her father, Carl Bloor, Program and Arts in the City, leading Linda Rehberger Ware ’58 and augmented in 2003 as part of artists of all kinds—musicians and Memorial Annual Fund Scholarship the Evelyn Danzig Haas ’39 Visiting dancers, painters and sculptors, pho- for Project Scholarship: Established Artists Program. The income from in 2007 by Wheaton College Life tographers and printmakers, writers this fund is to be used by the Music Trustee Adrienne Bevis Mars ’58 and directors—now come to campus Department with the stipulation that in honor of her classmate, Linda for intensive, short-term engagements a portion of the income shall be used Rehberger Ware. to work with students and faculty on for a minimum of two annual on- a variety of projects. Students and campus musical recitals by important Mr. and Mrs. Robert S. Weil Annual faculty also attend concerts, exhibi- artists. It shall also include a Musical Fund Scholarship for Project tions and plays in various cities as part Master Class Series, which includes Scholarship: Established in 2007 by of Arts in the City. an annual minimum of one perfor- Wheaton College Trustee Vicki Weil mance by a visiting musical artist. in honor of her parents, Mr. and Mrs. Celeste Gottesman Bartos ’35 Robert S. Weil (Virginia Loeb Weil, Fund for Visual Arts: This fund was Dale Rogers Marshall Visiting Class of 1942, and Robert S. Weil, established within the Evelyn Danzig Artists Program Endowed Fund: Trustee Emeritus). Haas ’39 Visiting Artists Program and Established in 2004 by members Arts in the City by Celeste Gottesman of the Wheaton College Board of Bartos, Class of 1935, to support Student Loan Funds Trustees, alumnae/i, staff and friends the expenses associated with visiting in honor of Dale Rogers Marshall, Diane L. Troderman ’63 Student visual artists. sixth President of Wheaton. This Loan Fund: Established in 1996 by Ruth Eddy ’42 Master Class in the fund will support the Visiting Artists Diane Leshefsky Troderman, Class Arts Endowed Fund: Established by Program at Wheaton. of 1963. Ruth Eddy, Class of 1942. Master Class in the Arts Given Evelyn Danzig Haas ’39 Caroline C. Edwards ’70 Master by an Alumna: This fund was established in January of 2004 by Visiting Artists Program Class in the Visual and Musical Arts: This fund was established in an anonymous donor. The purpose of Evelyn Danzig Haas ’39 Visiting 2004 by Caroline C. Edwards, Class this fund is to support a master class Artists Program and Arts in the of 1970. The purpose of this fund with a preference for the visual arts. City: Established in the spring of is to support bringing visual and 2003 by the Evelyn and Walter Haas, musical artists to Wheaton College to 232 233 Trustees, Faculty, Officers and Staff

Board of Trustees Caroline Campbell Edwards ’70, Trustees Emeriti P’07, A.B. Officers of the Board Patricia Higgins Arnold ’66, A.B. Dover, Massachusetts Deborah Haigh Dluhy ’62, A.B., Ph.D. Mattapoisett, Massachusetts Chair Patricia Dunn Grey ’80, A.B. Mary Ellen Avery ’48, A.B., M.D., Belmont, Massachusetts Los Angeles, California A.M., Sc.D., Sc.D. Med. Debra Kent Glidden ’68, A.B., M.B.A. Janet F. Haas, B.A., M.D. Wellesley, Massachusetts Vice Chair Radnor, Pennsylvania Abram T. Collier, A.B., LL.B., L.H.D., Atlanta, Georgia Janet Tiebout Hanson ’74, A.B., Litt.D., L.L.D., D.B.A. M.B.A., Ph.D. Peterborough, New Hampshire Thomas J. Hollister, B.A., M.B.A. Bedford, New York Vice Chair Karen S. Cook ’74, A.B., M.B.A. Boston, Massachusetts Katherine A. Malone Hesser ’01, A.B. New York, New York Boston, Massachusetts Roderick G. Wallick, B.A., M.B.A. Edgar Eisner, B.A., M.A. Treasurer James S. Hoyte, B.A., J.D. New York, New York Plainville, Massachusetts Lexington, Massachusetts Evelyn Danzig Haas ’39, A.B., L.L.D. Trishia S. Lichauco ’85, A.B. Denise Jefferson ’65, A.B., M.A., San Francisco, California Secretary D.F.A. Winston R. Hindle Jr., B.S., M.S., L.L.D. Belmont, Massachusetts New York, New York Concord, Massachusetts James B. Karman, B.A. Emily C. Hood ’53, A.B. Board of Trustees Sudbury, Massachusetts Boston, Massachusetts Lawrence S. Bacow, B.S., J.D., Ph.D. Patricia A. King ’63, A.B., J.D., L.L.D., Robert E. Keiter, A.B., M.B.A., Medford, Massachusetts Washington, D.C. Lakeville, Connecticut Anson M. Beard, Jr., B.A., L.L.D. Roy Lennox, B.A., M.A., Ph.D., M.B.A., Anne J. Neilson ’49, A.B. Palm Beach, Florida New York, New York Winchester, Massachusetts Roger H. Brown, B.S., M.B.A. Anuradha Mahindra, B.A. Hope Hamilton Pettegrew ’61, A.B. Belmont, Massachusetts Mumbai, India Hancock, New Hampshire Jessica L. Bruce ’87, A.B. Keith J. Peden, B.A., M.A. James V. Sidell, B.A., M.A. Brooklyn, New York Medway, Massachusetts Cambridge, Massachusetts Wayne A. Budd, B.A., J.D. Monique Shire Slap ’81, A.B. Lesley R. Stahl ’63, A.B., L.L.D. Boston, Massachusetts ex officio New York, New York Armonk, New York John P. Burlington ’99, A.B. Ruth Ann Stewart ’63, A.B., M.S. North Kingstown, Rhode Island Alison Grant Small ’66, A.B. New York, New York Concord, Massachusetts Richard Chait, M.A., Ph.D. Sukey Nichols Wagner ’56, A.B., M.A. Cambridge, Massachusetts Diana Davis Spencer ’60, A.B. Norfolk, Connecticut Washington, D.C. Nancy Pearlstine Conger ’67, A.B. Robert S. Weil, B.A., M.B.A. Green Pond, New Jersey Cheryl A. Vedoe ’74, A.B., M.B.A. Montgomery, Alabama Ronald A. Crutcher, B.Mus., M.M.A., Half Moon Bay, California D.M.A., ex officio David L. Wagner, B.A., M.B.A. Professors and Norton, Massachusetts Evanston, Illinois Administrators Emeriti Elizabeth Porter Daane ’77, A.B., Edwin Briggs Life Trustees M.S.S.A., L.S.W. Professor of English, Emeritus Moreland Hills, Ohio Paul E. Gray, S.B., S.M., Sc.D., D.B.A., Thomas R. Brooks Ph.D., L.H.D. Lou Ann Daly ’76, A.B., Ph.D. Associate Provost, Emeritus Marblehead, Massachusetts Cambridge, Massachusetts Rosalie Brown Ciummei Adrienne Bevis Mars ’58, A.B., L.L.D., Professor of Physical Education, Jackson, Wyoming Emerita

233 234 Trustees, Faculty, Officers and Staff

Barbara Ann Clinger Thomas Julian McCormick Officers of Professor of Mathematics, Emerita Professor of Art, Emeritus Administration Travis L. Crosby Roberta J.M. Olson Ronald A. Crutcher Professor of History, Emeritus Professor of Art, Emerita President, Professor of Music Steven Dworetz Harry Moore Pastra-Landis B.Mus., The University of Miami Associate Professor of Political Professor of Physics, Emeritus M.M.A., Yale University Science, Emeritus Jean Pearce D.M.A., Yale University Kathleen Ebert-Zawasky, Ed.D. Associate College Librarian, Emerita Sue A. Alexander Director of Technology for Research Richard Pearce Dean of Students and Instruction, Emerita Professor of English, Emeritus B.A., Antioch College Herbert Richard Ellison Myrna Schmidt Pearson Gail Berson Professor of Chemistry, Emeritus Professor of Chemistry, Emerita Vice President for Enrollment and Marketing; Dean of Admission and Alice F. Emerson Judy Francis Rosenblith Student Aid President Emerita Professor of Psychology, Emerita A.B., Bowdoin College Pozzi Escot Roberto Ruiz M.A., Emerson College Professor of Music, Emerita Professor of Spanish, Emeritus Terry Metz Charles Knight Fassett Carlton T. Russell Vice President for Library and Professor of Music, Emeritus Professor of Music, College Organist, Information Services Hannah F. Goldberg Emeritus B.A., Gustavus Adolphus College Provost and Academic Vice President, Ariadne Schilaeff M.L.S., University of Minnesota Professor of History, Emerita Professor of Russian, Emerita Molly Easo Smith Deanna Grimm Sheila Shaw Provost and Professor of English Professor of Physical Education, Professor of English, Emerita B.A., M.A., University of Madras Emerita Frances Ann Shirley Ph.D., Auburn University Paul C. Helmreich Professor of English, Emerita Roderick G. Wallick Professor of History, Emeritus; College Paul Joseph Sprosty Vice President for Finance and Historian Professor of Psychology, Emeritus Operations, Chief Financial Officer Bojan Jennings B.A., Dartmouth College Thora Haysey Stukas M.B.A., Boston College Professor of Chemistry, Emerita Registrar, Emerita Norman Woodason Johnson Robert Sundling Taylor, Faculty Professor of Mathematics, Emeritus Professor of English, Emeritus Hilda Kahne Fredric Agatstein Kathleen Marilyn Vogt Professor of Economics, Emerita Visiting Professor of Psychology Professor of English, Emerita Ph.D., M.A., Boston University Vaino Kola Mary H. Whelan B.A., Brandeis University Professor of Art, Emeritus Associate Librarian and Director of Marcus Allen Rosalind Ekman Ladd Technical Services, Emerita Assistant Professor of Political Science Professor of Philosophy, Emerita Jeanne Theis Whitaker Ph.D., Binghamton University-SUNY Asta Helena Lepinis Professor of French, Emerita B.A., Binghamton University-SUNY Professor of German, Emerita Philip Reece Wilson Matthew Allen Janet Taylor Letts Associate Professor of Physics, Chair, Associate Professor of Music, Professor of French, Emerita Emeritus Coordinator of Asian Studies Dale Rogers Marshall Susanne Woods Ph.D., Wesleyan University, President, Professor of Political Provost and Professor of English, Ethnomusicology Science, Emerita Emerita M.A., Wesleyan University, World Music Hilda Bolster Mason B.A., Haverford College, Music Theory Associate Professor of Physical and Composition Education, Emerita Leslie Amper Elizabeth Stoffregen May Visiting Assistant Professor of Music Professor of Economics, Dean of the in Performance College, Emerita M.M., B.M., New England Conservatory Trustees, Faculty, Officers and Staff 235

Kirk Anderson Alberto Bianchi Maria Yaquelin Caba Associate Professor of French Assistant Professor of Italian Studies Assistant Professor of Hispanic Ph.D., Princeton University Ph.D., Rutgers University Studies M.A., Princeton University Laurea, Universitã degli Studi di Urbino Ph.D., Princeton University B.A., St. Olaf College Alexander Bloom M.A., Princeton University Peter J. Auger Chair, Keiter Professor of History B.A., Lehman College, City University Visiting Assistant Professor of Biology Ph.D., Boston College of New York Ph.D., Tufts University M.A., Boston College Constance Campana A.B., Amherst College A.B., University of California, Santa Cruz Writing Associate David Baeumler Darlene L. Boroviak M.F.A., Brown University Visiting Instructor of Filmmaking Professor of Political Science B.A., Brown University B.A., Bard College Ph.D., Washington University, St. Louis Linda L. Carlson Anni Baker B.A., Beloit College Associate Dean of Studies for the Associate Professor of History Barbara Brennessel First Two Years Ph.D., Boston College Goldberg Professor of Biology B.A., M.A., Adelphi University B.A., University of Maryland Ph.D., Cornell University Graduate Jeffrey Cashen Timothy Barker School of Medical Sciences Instructor of Music in Performance Professor of Astronomy B.S., Fordham University Dolita Cathcart Ph.D., University of California, Santa Rick Britto Assistant Professor of History Cruz Visiting Instructor of Music in Ph.D., Boston College B.A., Swarthmore College Performance for Saxophone and Jazz M.A., University of Massachusetts, Andrea Barnes Piano, Director of Wheaton Jazz Band, Boston Visiting Assistant Professor of Jazz Theory A.B., Harvard-Radcliffe Colleges Psychology B.M., Berklee College of Music Deborah Cato J.D., Boston College Law School Jonathan Brumberg-Kraus Instructor of Biology Ph.D., M.A., University of Michigan Associate Professor of Religion M.S., B.A., Bridgewater State College B.A., Wellesley College Ph.D., M.A., Vanderbilt University M. Teresa Celada Grace Baron M.H.L., Rabbinical Ordination Assistant Professor of Philosophy Professor of Psychology Reconstructionist Rabbinical Ph.D., M.A., Brown University Ph.D., M.A., Boston College B.A., Harvard College B.A., Mount Holyoke College Susan Barrett Deyonne Bryant Phoebe Chan Lab Instructor in Biology Samuel Valentine Cole Associate Assistant Professor of Economics B.A., Suffolk University Professor of English Ph.D., M.A., Stanford University Ph.D., M.A., University of Houston Vicki L. Bartolini B.S., University of Michigan-Ann Arbor Creative Writing Program Chair, Associate Professor of Education Vipan Chandra M.Ed., B.S., University of Southwestern Ph.D., Boston College Professor of History Louisiana M.Ed., Rhode Island College Ph.D., A.M., Harvard University B.A., Marshall University Claire Buck A.M., A.B., Agra University (India) Professor of English Jani Benoit Xuesheng Chen Ph.D., B.A., University of Kent at Associate Professor of Chemistry Professor of Physics Canterbury Ph.D., University of Maryland Ph.D., M.S., Boston College M.S., University of Connecticut Maryann Buck B.S., University of Science and B.A., Connecticut College Instructor of Economics Technology of China C.A.G.S., M.B.A., B.S., Bryant College Michael Berg Shawn Christian Associate Professor of Psychology Stephanie Burlington ’97 Assistant Professor of English Ph.D., M.S., University of Assistant Professor of Theatre Ph.D., University of Michigan Massachusetts, Amherst M.F.A., Trinity Rep Conservatory/Rhode M.A., Temple University B.S., Tufts University Island College B.A., Florida State University A.B., Wheaton College John Bezis-Selfa Beverly Lyon Clark Associate Professor of History, James Patrick Byrne Professor of English Coordinator of Latin American and Visiting Assistant Professor of English Ph.D., Brown University Latino/a Studies Ph.D., M.A., B.A., University College B.A., Trinity College Ph.D., M.A., University of Pennsylvania Cork, Ireland B.A., University of California at Berkeley 236 Trustees, Faculty, Officers and Staff

Beth F. Cockcroft Michael Drout David M. Fox Lab Instructor in Chemistry, Chair, Prentice Associate Professor Artist in Residence, Professor of Department Assistant of English Theatre M.S., University of Cincinnati Ph.D., Loyola University M.F.A., Brandeis University B.S.C.E., University of Cincinnati M.A., Stanford University B.S., Northeastern University Geoffrey Collins (Communication), University of James Freeman Associate Professor of Geology Missouri—Columbia Associate Professor of Economics Ph.D., Brown University B.A., Carnegie Mellon University Ph.D., Florida State University B.A., Carleton College Betsey Dexter Dyer M.A., University of North Carolina, John Michael Collins Professor of Biology Greensboro Chair, Bojan Jennings Professor of Ph.D., M.A., Boston University B.A., Wabash College Physics A.B., Wheaton College Tommasina Gabriele Ph.D., M.A., Boston College Matthew J. Evans Professor of Italian Studies B.A., College of the Holy Cross Assistant Professor of Chemistry Ph.D., M.A., Rutgers University Katherine Conway Ph.D., M.S., Cornell University A.B., Bryn Mawr College Associate Professor of English B.A., Middlebury College Edward J Gallagher Ph.D., M.A., University of Nancy Evans Henrietta Jennings Professor Massachusetts, Amherst Associate Professor of Classics of French Studies B.A., Regis College Ph.D., Brown University Ph.D., Brown University Tim Cunard M.Phil., Brown University A.M., Brown University Professor of Art A.B., Smith College A.B., LaSalle University (Philadelphia) M.F.A., Ohio State University R. Tripp Evans Jianping Ge B.F.A., Ohio University Chair, Associate Professor of Art Visiting Instructor of Chinese Cecile Danehy Ph.D., M.A., Yale University M.A., B.A., Zhongshan University Associate Professor of French B.A., University of Virginia John Alexander Gildea Ph.D., University of Virginia Sheila Falls-Keohane Professor of Economics M.A., University of Virginia Visiting Instructor of Music Ph.D., M.A., Duke University D.E.U.G., Universite de Dijon—France B.M., New England Conservatory B.A., Wake Forest University French Baccalaureat—Academie de Peony Fhagen-Smith Bill Goldbloom Bloch Dijon, France Assistant Professor of Psychology, Professor of Mathematics, Associate Barbara Darling-Smith Coordinator of African, African Provost Assistant Professor of Religion American, and Diaspora Studies Ph.D., University of California, Berkeley Ph.D., Boston University Ph.D., Pennsylvania State University B.A., Reed College M.A., Boston University M.S., Pennsylvania State University Jason C. Goodman B.A., Spring Arbor College B.A., Wellesley College Assistant Professor of Physics Francisco Fernandez de Alba Claudia R. Fieo Ph.D., Massachusetts Institute of Assistant Professor of Hispanic Studies Professor of Art Technology Ph.D., Cornell University M.F.A. in Printmaking, Il Bisonte B.A., Carleton College M.A., Syracuse University International School of Advanced Jay S. Goodman B.A., Nazareth College Printmaking through Rosary College, Professor of Political Science Diplomado en Magisterio, Universidad Graduate School of Art, Florence, Italy J.D., Suffolk University Law School Complutense de Madrid and St. M.A. in Printmaking, Rosary College Ph.D., Brown University Patrick College of Education, Dublin Graduate School of Art at Villa M.S., Stanford University (Ireland) Schifanoia, Florence, Italy B.A., Beloit College B.F.A. in Graphic Design, Carnegie- Susan Dearing Michael B. Gousie Mellon University, College of Fine Arts Associate Professor of English, Associate Professor of Computer Infusion Director Touba Fleming Science M.A., Lesley College Assistant Professor of Art/Art History Ph.D., Rensselaer Polytechnic Institute B.A., Brown University Ph.D., M.A., Northwestern University M.S., University of New Hampshire Rachelle C. DeCoste B.A., Trinity University B.A., Providence College Assistant Professor of Mathematics/ Deborah Forman John Grady Computer Science Visiting Assistant Professor of Art Professor of Sociology Ph.D., M.S., University of North M.F.A., Parsons School of Design Ph.D., Brandeis University Carolina, Chapel Hill M.S., Massachusetts College of Art A.M., Yale University B.A., Connecticut College B.F.A., Rhode Island School of Design A.B., Boston College Trustees, Faculty, Officers and Staff 237

Sarah E. Green Zarina Irkaeva John Kricher Visiting Assistant Professor of English Instructor of Music in Performance Meneely Professor of Biology M.A., Purdue University M.M., B.M., St. Petersburg Ph.D., Rutgers University B.A., Oberlin College Conservatory, Russia B.A., Temple University Mary Lee Griffin Michael Kahn Evelyn Staudinger Lane Associate Professor of Education Professor of Mathematics and Director Associate Professor of Art History Ph.D., University of Rhode Island/ of Quantitative Analysis Ph.D., Brown University Rhode Island College Ph.D., University of Washington M.A., Tufts University M.Ed., Rhode Island College M.S., University of Iowa B.A., Wellesley College B.S., Wheelock College B.S., University of Kansas Nancy Lane Jose Raul Guzman Christopher Kalberg Teaching Associate in Chemistry Visiting Instructor of Hispanic Studies Associate Professor of Chemistry M.A., Harvard University ABD in Spanish and Latin American Ph.D., Duke University B.A., Connecticut College Literature: Universidad de Salamanca, B.S., Loras College Jennifer Lanni Spain Rebecca Kanost Lab Instructor in Biology M.A., Universidad de Salamanca, Spain Visiting Assistant Professor of English Ph.D., Massachusetts Institute of B.A., Universidad Católica del Ecuador, M.F.A., Brown University Technology Ecuador M.A., B.A., University of Oklahoma B.A., Amherst College Gretchen Kai Halpert Nancy Kendrick Elizabeth Lavin-Peter Visiting Instructor of Art Associate Professor of Philosophy Visiting Instructor of English B.A.,Connecticut College Ph.D., University of Illinois at Urbana- M.A., Tufts University Daniel Hann Champaign B.A., Connecticut College Visiting Instructor of Music in M.A., B.A., University of South Florida Lisa Lebduska Performance Sheila Kennedy Associate Professor of English and B.M., Rhode Island College Adjunct Professor of Political Science Director of College Writing Kerra Gazerro Hanson M.A., Harvard University Ph.D., M.A., University of Rhode Island Visiting Instructor of Italian Studies A.B., Wheaton College M.S., Long Island University M.A., Ohio State University Anke Kenney A.B., Duke University B.A., Providence College Visiting Instructor of French Mark D. LeBlanc Tim Harbold M.A., B.A., Rhode Island College Professor of Computer Science Assistant Professor, Choral Director Donna O. Kerner Ph.D., M.S., University of New M.M., New England Conservatory Chair, Professor of Anthropology Hampshire B.A., Williams College Ph.D., M.Phil., CUNY B.A., University of Maine Seta der Hohannesian M.A., New York University Peter G. Lech Professor of Music in Performance B.A., Kirkland College Visiting Instructor of Classics B.A., Smith College Hyun Sook Kim B.A., Columbia University Graduate Studies in Music, Brandeis Professor of Sociology, Associate Domingo Ledezma University Provost Assistant Professor of Hispanic Studies Bernadette Houldsworth Ph.D., M.A., New School for Social Ph.D, Brown University Instructor of Hispanic Studies Research M.A., Brown University M.A.T., Rhode Island College B.S., University of Wisconsin, Madison ‘Licenciatura en Letras’ (5-year B.Sc.Hons. University of Salford U.K. Meg Kirkpatrick degree), Universidad Central de Andrew Howard Assistant Professor of Psychology Venezuela, Caracas Professor of Art; Coordinator, Ph.D., Dartmouth College Tessa Lee Department of Theatre A.B., Smith College Assistant Professor of German M.F.A., Southeastern Massachusetts Linda Kollett Ph.D., M.Phil., Yale University University Visiting Associate Professor of Biology M.A., Seoul National University M.Ed., Bridgewater State College Ph.D., Northwestern University B.A., Soong Sil University, Korea B.S., University of Rhode Island B.A., Cedar Crest College Philosophy Gerard Huiskamp Paula M. Krebs Rochelle Leibowitz Chair, Associate Professor of Political Professor of English; Coordinator, Professor of Mathematics Science Department of Theatre Ph.D., Rutgers University Ph.D., M.A., The University of North Ph.D., M.A., Indiana University M.S., Rutgers University Carolina at Chapel Hill B.A., LaSalle College B.A., Queens College (CUNY) B.A., Marquette University 238 Trustees, Faculty, Officers and Staff

Yuen-Gen Liang Reinhard Mayer Lisa N. Michaud Assistant Professor of History Visiting Associate Professor of German Assistant Professor of Computer Ph.D., Princeton University Ph.D., Northwestern University Science B.A., University of California, Berkeley MA., Eberhard-Karls Universität, Ph.D., M.S., Computer and Information Linette G. Liebling Tübingen (Tufts Program) Sciences, University of Delaware Visiting Instructor of Psychology B.A., Tufts University B.A., Computer Science / English, M.S.P.H., University of Massachusetts Shawn McCafferty Williams College B.A., Ithaca College Assistant Professor of Biology John Miller Mary-Elizabeth Lough Ph.D., SUNY Stony Brook, Department Professor of Economics Visiting Instructor of English of Ecology and Evolution Ph.D., University of Pittsburgh M.A., University of Connecticut M.Sc., SUNY Stony Brook, Marine B.A., Washington and Jefferson College A.B., Wheaton College Science Research Center Kim Miller B.S., North Carolina State University Keridwen N. Luis Assistant Professor of Women’s Studies Visiting Instructor of Women’s Studies Karen M. McCormack and Art History; Coordinator, Women’s M.A., Brandeis University Visiting Assistant Professor of Studies A.B., Bryn Mawr College Sociology Ph.D., M.A.,University of Wisconsin— Ph.D., M.A., Boston College Madison William MacPherson B.A., Clark University B.A., George Washington University Assistant Professor of Music Ph.D., Harvard University Pamela Bongas McIntyre Kathleen Morgan A.M., Harvard University Faculty Fellow in Service-Learning Williams Associate Professor of A.B., Brown University Ph.D., University of Missouri, Columbia Psychobiology M.A., Bowling Green State University Ph.D., M.A., University of California, Jennifer Madden B.S., University of Oklahoma Davis Visiting Instructor of Theatre B.A., Canisius College M.A., Brown University John McNamara B.A., Bridgewater State College Visiting Assistant Professor of Music in Robert L. Morris Performance Associate Professor of Biology Ahmed Madkour M.A., Boston Conservatory of Music Ph.D., Harvard University Assistant Professor of Music B.M., University of Rhode Island A.B., Lafayette College Ph.D., University of Pittsburgh M.A., B.A., Cairo Conservatoire Naemi Tanaka McPherson Shari Morris Visiting Instructor of Japanese Teaching Associate in Biology Jake Mahaffy B.A., Mount Mary College M.S., Northeastern University Associate Professor of Art and Film B.S., Pennsylvania State University M.F.A., The School of the Art Institute Sean McPherson of Chicago Instructor of Art Joanne Mouradjian B.F.A., Rhode Island School of Design M.Arch., University of California, Assistant Professor of Music in Berkeley Performance, Soprano Soloist Frinde Maher B.A., Williams College M.M., Boston University Professor of Education B.S., Rhode Island College Ed.D., Boston University Hector Medina M.A., Harvard Graduate School of Chair, Associate Professor of Cheryl Mrozowski Education Hispanic Studies Associate Professor of Theatre B.A., Radcliffe College Ph.D., Brown University M.A., American University M.A., Brown University B.A., Salve Regina College Claire L. Mallette B.A., Lehman College, (CUNY) Visiting Instructor of Education James Mulholland M.Ed., Lesley College Charlotte Meehan Assistant Professor of English B.S., Bridgewater State College Assistant Professor of English, Ph.D., Rutgers University Playwright-in-Residence B.A., University of Virginia Stephen Mathis M.F.A., Playwriting, Brown University Chair, Associate Professor of Laura Muller M.F.A., Creative Writing, Brooklyn Philosophy Chair, Associate Professor of Chemistry College Ph.D., University of Kansas Ph.D., University of Texas at Austin B.A., French and Comparative M.A., Duke University A.B., Bard College Literature, SUNY, Binghamton B.A., Washington and Lee University Bianca Cody Murphy Michael Mezzano Chair, Professor of Psychology Visiting Instructor of History M.P.A., Harvard University M.A., Northeastern University Ed.D., Boston University B.A., University of Michigan M.Ed., Northeastern University B.A., Marymount Manhattan College Trustees, Faculty, Officers and Staff 239

Jeremiah Murphy Kirsten Olson Joel C. Relihan Professor of Political Science, Visiting Assistant Professor of Chair, Professor of Classics Director of Public Affairs Education Ph.D., M.A., University of Wisconsin- Ph.D., A.M., Indiana University Ph.D., M.Ed., Harvard University Madison A.B., University of Notre Dame Graduate School of Education B.A., University of Illinois at Urbana- Loeb Fellow in Advanced A.B., Vassar College Champaign Environmental Studies, Harvard Bruce Owens Ilana Ringwald Design School Associate Professor of Anthropology Visiting Assistant Professor of Ann H. Murray Ph.D., M.Phil., M.A., Columbia Music in Performance Professor of Art, Director of Beard University M.A., B.A., University of Cambridge and Weil Galleries, Mary L. Heuser B.A., McGill University (United Kingdom) Chair in the Arts John Partridge Kathryn M. Rogers Ph.D., M.A., Brown University Assistant Professor of Philosophy Visiting Instructor of Education B.A., Dickinson College Ph.D. and M.A. Johns Hopkins M.Ed., Providence College Madani Naidjate University M.Ed., Bridgewater State College Visiting Assistant Professor of B.A., College of William and Mary B.S., Boston College Mathematics Elita Pastra-Landis ’69 Lisa Romanul Ph.D., Boston University Professor of Chemistry Visiting Assistant Professor of M.S., Boston University Ph.D. Harvard University Music in Performance B.S., Boston University Graduate School of Arts and Sciences B.Mus., Boston University, College of Srinivas Natrajan M.A. Harvard University Fine Arts Visiting Professor of Biology A.B., Wheaton College Francoise Rosset Ph.D., Virginia Polytechnic Institute David E. Powell Chair, Coordinator of German and and State University Shelby Cullom Davis Professor of Russian, Associate Professor of M.S., Auburn University Russian Studies Russian M.S. Massachusetts College of Ph.D., M.A., Yale University Ph.D., M.A., Yale University Pharmacy B.A., Amherst College B.A., Bryn Mawr College Rolf Nelson Derek Price Gail Sahar Assistant Professor of Psychology Associate Professor of Psychology Associate Professor of Psychology Ph.D., University of California, Ph.D., M.A., University of Denver Ph.D., University of California, Los Berkeley B.A., University of California at Santa Angeles B.A., Macalester College Barbara B.A., University of Southern California Leah Niederstadt Candice T. Quinn Eliezra Schaffzin Assistant Professor of Museum Associate Professor of History Visiting Assistant Professor of English Studies, Art History and Curator of Ph.D., M.A., Cornell University M.F.A., University of Florida the College’s Permanent Collection A.B., Wheaton College B.A., Brown University D.Phil., M.Phil., Wolfson College, A.A., Cape Cod Community College Keeley C. Schell University of Oxford, England Earl Raney Visiting Instructor of Classics B.A., University of Michigan Assistant Professor of Music in M.Phil, Cambridge University, UK Clinton O’Dell Performance, Music Director and A.B., Duke University Assistant Professor of Theatre Design Conductor of the Chamber Orchestra Julie Searles M.F.A., University of Tennessee, and Wind Symphony, Trumpet Director of World Dance, Visiting Knoxville Instructor Instructor of Music B.F.A., West Virginia University, B.M., Boston University School for M.A., Wesleyan University Morgantown the Arts B.A., Wesleyan University Nancy Olin Tommy Ratliff Ann Sears Visiting Instructor of Psychology Chair, Associate Professor of Heuser Professor of Music, Director M.Ed., Harvard University Graduate Mathematics of Performance Program, Director of School of Education Ph.D., Northwestern University Haas Visiting Artists Program B.A., Hampshire College M.S., Northwestern University Ph.D., Catholic University of America B.A., Rhodes College M.M., Arizona State University B.M., New England Conservatory of Music 240 Trustees, Faculty, Officers and Staff

Safaa A. Shaheen Harrison Straley David Vogler Visiting Instructor of Arabic Teaching Associate in Mathematics/ Professor of Political Science M.A., B.A., The American University, Computer Science Ph.D., University of North Carolina Cairo Ed.D., University of Virginia A.B., University of Florida Alireza Shomali M.A.T., Emory University John A. Walgreen Assistant Professor of Political Science B.S., University of Richmond Professor of Economics Ph.D., Syracuse University Charles R. Sweet Ph.D., A.M., A.B., Boston College M.A., Maxwell School of Citizenship Visiting Assistant Professor of Jonathan David Walsh and Public Affairs, Syracuse Chemistry Chair, Associate Professor of French University Ph.D., Duke University Graduate Ph.D., University of California, M.S., Sharif University of Technology School Santa Barbara B.S., Polytechnic University of Tehran A.B., Wheaton College B.A., University of Connecticut, Storrs Scott W. Shumway Lee Thompson Marge Werner Professor of Biology Visiting Assistant Professor of Director, Nursery School Ph.D., Brown University Psychology Ed.S., University of Colorado B.S., Tufts University Ph.D., Emory University M.A., Bridgewater State College Janice Sklensky M.A., University of Texas at El Paso B.S., Ohio University B.A., Vassar College Assistant Professor of Mathematics David Williams Ph.D., M.S., Northwestern University Mary Beth Tierney-Tello Teaching Associate in English A.B., University of California, Berkeley Associate Professor of Hispanic M.A.T., School for International Ruth Sondermann Studies Training Visiting Assistant Professor of Ph.D., Hispanic Studies, Brown B.A., Hampshire College University German Russell Williams A.M., Hispanic Studies, Brown M.B.A., M.A., The Pennsylvania State Assistant Professor of Economics University University Ph.D., University of Massachusetts, B.A., Wellesley College Laura Souders Amherst Visiting Assistant Professor of Jeffrey R. Timm B.A., Amherst College Chair, Professor of Religion Russian Jeanne Wilson Ph.D., M.A., Temple University Ph.D., Brown University Professor of Political Science B.A., Washington College M.A., Brown University Ph.D., M.A., Indiana University M.A., University of Caen, France Kathryn Tomasek A.B., University of Michigan B.A., Boston University Associate Professor of History Cooper R. Woodard Ph.D., M.A., University of Wisconsin, Daniel Sousa Visiting Assistant Professor of Madison Caroline C. Edwards ’70 Visiting Artist Psychology B.A., Rice University in Residence Ph.D., Fielding Graduate Institute B.F.A., Rhode Island School of Design Edmund Y. Tong M.A., Wake Forest University Sue Standing Chair, Professor of Biology B.A., Hartwick College Ph.D., M.S., University of Wisconsin, Jane Ruby Professor of English, David Wulff Madison Writer in Residence Chair, Professor of Psychology B.A., Concordia College A.B., Oberlin College Ph.D., University of Michigan M.A., Boston University M. Gabriela Torres B.A., Wittenberg University Josh Stenger Assistant Professor of Anthropology Th.D.(honorary), Lund University, Assistant Professor of Film Studies Ph.D., York University Sweden M.A., Latin American Faculty of Social and Literature Brenda Wyss Sciences, Quito, Ecuador Ph.D., Syracuse University Chair, Associate Professor of B.A., University of British Columbia M.A., Syracuse University Economics B.A., University of California, Los A. Javier Trevino Ph.D., University of Massachusetts, Angeles Chair, Professor of Sociology Amherst Deborah C. Stewart Ph.D., Boston College B.A., University of Missouri, Columbia M.A., Northern Arizona University Teaching Associate in Chemistry Kersti Alice Yllö B.A., University of North Texas B.A., Goucher College Professor of Sociology Patricia Stone Guy Urban Ph.D., M.A., University of New Associate Professor of Art Associate Professor of Music Hampshire M.F.A., Yale University, School of Art M.M., New England Conservatory of B.A., Denison University B.F.A., University of New Mexico Music Trustees, Faculty, Officers and Staff 241

Shining Zou Lynda S. Marcoccia Ed Canton Visiting Instructor of Chinese Senior Executive Assistant to the Associate Director, Filene Center B.A., Beijing Normal University Provost and Secretary to the Faculty B.A., University of Pennsylvania Gerald Zuriff Susan Colson M.Ed., Boston University Professor of Psychology Executive Assistant to the Provost for Sheila Dvorin Ph.D., Harvard University Special Projects Associate Director, Filene Center B.A., Columbia University A.B., Wheaton College A.B., University of Rochester M.A., Hunter College, CUNY OFFICE OF INSTITUTIONAL RESEARCH Lisa Gavigan Administrative Offices AND ASSESSMENT Associate Director, Filene Center Audrey Adam A.B., Wheaton Office of the President Director Kay Kimball Gruder Ronald A. Crutcher B.S., Pennsylvania State University Associate Director, Filene Center President, Professor of Music M.A., Tufts University B.A., Bennington College B.Mus., The University of Miami Marty Hayden M.Ed., Lesley College M.M.A., Yale University Information Analyst D.M.A., Yale University B.A., Rhode Island College Elizabeth Hallowell Associate Director Monica Key A.B., Ed.M., Harvard University Director of Events for the OFFICE OF THE REGISTRAR President’s Office Patricia Brown Santilli Center for Global Education B.A., Simmons College Registrar and Dean for Academic M.A., Simmons College Systems Susan M. Atkins Director Trishia Lichauco ’85 B.A., Emmanuel College M.Ed., Seattle University Assistant to the President; Secretary A.M., Boston College B.S., Western New England College to the Board of Trustees A.B., Wheaton College OFFICE OF ADVISING AND Barbara Lynn Gaylord CO-CURRICULAR LEARNING Associate Dean Jeremiah Murphy A.B., Elmira College Director of Public Affairs, Associate Mark Hoesly M.A., New York University Professor of Political Science Dean of Advising and Co-Curricular A.B., University of Notre Dame Learning Michelle L. Hall A.M., Indiana University B.A., Grove City College Associate Director Ph.D., Indiana University M.Div., Princeton Theological Seminary B.A., Manhattan College Loeb Fellow in Advanced Alex Trayford Naemi McPherson Environmental Design, Harvard Associate Dean, Academic Advising Assistant Director Design School Linda L. Carlson B.A., Mount Mary College Associate Dean, Academic Advising Academic Affairs B.A., Adelphi University MARSHALL CENTER FOR INTERCULTURAL LEARNING Molly Easo Smith M.A., Adelphi University Alex E. Vasquez Provost and Professor of English Marty Bledsoe Associate Dean B.A., M.A., University of Madras Director of Disability Services and B.S., M.S., University at Albany, State Ph.D., Auburn University Support University of New York Bill Goldbloom Bloch B.S., University of Memphis Raquel Ramos Associate Provost and Professor of M.A., University of Connecticut Assistant Director for Advising Mathematics Michael Kahn B.A., Reed College Director of Quantitative Analysis and Ph.D., University of California, Associate Professor of Mathematics Admission and Student Berkeley B.S., University of Kansas Financial Services Hyun Sook Kim M.S., University of Iowa Gail Berson Associate Provost and Professor of Ph.D., University of Washington Vice President for Enrollment and Sociology Lisa Lebduska Marketing; Dean of Admission and B.S., University of Wisconsin, Madison Director of College Writing and Student Aid M.A., Ph.D., New School for Social Associate Professor of English A.B., Bowdoin College Research A.B., Duke University M.A., Emerson College M.S., Long Island University Ph.D., M.A., University of Rhode Island 242 Trustees, Faculty, Officers and Staff

Robin E. Randall John Sharry ’06 Rebecca Fernandes Assistant Vice President of Enrollment Assistant Director of Admission Assistant Director, Alumnae/i Relations and Student Financial Services A.B., Wheaton College and Annual Giving B.S., Ithaca College Lynne M. Stack ’81 B.A., Suffolk University M.B.A., Simmons College Director of Admission Tracy A. Frederickson Leykia Brill ’07 A.B., Wheaton College Director, Advancement Systems Assistant Director of Admission David Tice B.A., Clark University A.B., Wheaton College Manager of Information Services for Dena M. Getzie Amy Issa Cembor ’98 Enrollment and Student Financial Senior Development Officer Associate Director of Admission Services B.A., St. John Fisher College A.B., Wheaton College B.S., New England Institute of M.S., University of Rochester, The M.A., Boston College Technology Margaret Warner Graduate School of Susan Jenks Beard ’90 Ian S. Watson Education and Human Development. Director of Financial Aid Programs Senior Assistant Director of Admission Marjorie Houston A.B., Wheaton College B.A., M.A., University of Colorado, Director of Gift Planning Matthew Cushing Boulder A.B., University of Rhode Island Assistant Director of Admission; Head Elena Wong ’07 Kathleen S. Houlihan Men’s Soccer Coach Assistant Director of Admission Development Research Analyst B.S., University of Massachusetts A.B., Wheaton College B.A., University of Rhode Island Susan de Jong Sharon M. Howard ’87 Information Systems Coordinator College Advancement Executive Director, Alumnae/i B.A., Hartwick College Millie Andrews Relations and Annual Giving Michael Geller ’96 Coordinator of Information and Program A.B., Wheaton College Associate Director of Admission Support, Alumnae/i Relations and Lisa Howley A.B., Wheaton College Annual Giving/Advancement Services Director, Prospect Management Christopher Gilbody ’07 Jeanne M. Brown and Research Assistant Director Donor Relations Officer B.S., Towson University A.B., Wheaton College B.A., University of Massachusetts, Jocelyn King Amy E. Markham Amherst Associate Director, Alumnae/i Director of Admission Planning and Barbara Carnevale Relations and Annual Giving Special Initiatives Assistant Director, Alumnae/i Relations B.A., College of the Holy Cross B.A., Hartwick College and Annual Giving Susan Kobayashi M.A., Boston College Mary M. Casey Senior Development Officer Elizabeth A. Mohan ’05 Executive Director, Development B.A., Indiana University Senior Assistant Director/Loan B.A., Mount Holyoke College Mark LaFrance Program Coordinator M.Ed., Harvard University Associate Director of Major Gifts A.B., Wheaton College Heather Corbett ’86 B.S., University of New Hampshire Janet M. Nason Associate Director of Alumnae/i Juliette Merer Student Financial Services Counselor Relations and Annual Giving Director of Major Gifts Raymond Nault A.B., Wheaton College B.A., Cornell University Associate Director of Financial Aid Molly Deschenes J.D., University of Miami School of Law Programs Associate Director, Corporate and Melissa Nederostek B.A., Franklin Pierce College Foundation Relations Assistant Director, Alumnae/i Relations M.S., Capella University B.A., Tufts University and Annual Giving Claudette C. Newport Valerie A. Desmond B.A., Pennsylvania State University Manager of Student Employment Development Research Analyst Ryan Parker B.A., Stonehill College B.A., Bridgewater State College Assistant Director, Alumnae/i Relations Judy S. Purdy Wendy P. Faxon and Annual Giving Associate Director of Admission Director of Corporate and A.B., Wheaton College B.A., University of Massachusetts Foundation Relations Jane Renner M.A., Columbia University B.S., University of Missouri Senior Data Management Coordinator, Charlene A. Reynolds Alumnae/i Relations and Annual Student Accounts Manager Giving/Advancement Services B.S., Bryant College B.S., University of New Hampshire Trustees, Faculty, Officers and Staff 243

Diane Robbins Anna Wolfe Judith Aaron Director, Annual Giving Associate Director, Communications Research and Instruction Librarian, B.A., Simmons College B.A., Boston University part-time Aisha Saunders ’87 M.Ed., University of Massachusetts, A.B., Goucher College Leadership Gifts Officer Amherst M.S., Simmons College A.B., Wheaton College Gary Ahrendts M.A., Cambridge College Finance and Operations Faculty Technology Liaison Lora A. Sharpe Roderick G. Wallick B.S., Virginia Polytechnic Institute and Director of Donor Relations Vice President for Finance and State University A.B., Syracuse University Operations, Chief Financial Officer M.S., Lesley University M.S., Boston University B.A., Dartmouth College Elliot Brandow Sara Michale Smith ’90 M.B.A., Boston College Research Librarian/Information Systems Analyst, Advancement David T. Caldwell Technology Specialist Services Director of College Web Strategy B.A., Haverford College A.B. Wheaton College B.A., University of Rochester M.S., Simmons College Cyndy Viveiros Robert F. Campbell Mason L. Brown Senior Development Officer Director of Physical Plant Research Librarian/Information B.A., University of Rochester Chuck Furgal Technology Specialist for the Sciences B.S., Michigan State University Jessica Weaver Director of Public Safety M.S., Simmons College Assistant Director, Alumnae/i B.S., Assumption College Relations and Annual Giving M.A., Anna Maria College Kenneth Davignon A.B., Hamilton College David A. Gilmore, CPA Faculty Technology Liaison B.F.A., Rhode Island School of Design Alice Tobin Zaff Assistant Vice President for Finance Director of Principal Gifts B.S., M.S.T., Bryant University Diane DeMelo B.A., Skidmore College Barbara Martin Lema Faculty Technology Liaison Assistant Vice President and Director B.S., Bridgewater State College M.A., University of Massachusetts Communications of Human Resources B.A., University of Rhode Island Jeanne Farrell Hannah Benoit John M. Sullivan Faculty Technology Liaison Associate Director of B.S., Springfield College Communications and Senior Writer Director of Business Services A.B., Connecticut College B.S., M.S., M.B.A., Northeastern Scott Hamlin University Faculty Technology Liaison Sandy Coleman B.A., St. Lawrence University Senior Associate Director, Kristen Turcotte ’99 Assistant Director of Conference and M.A., University of California, Davis Communications M.F.A., Yale School of Drama B.A., Spring Hill College Event Services A.B., Wheaton College Christopher Hyde Barbara Dill Curator of Visual Resources Associate Director of Publications Library and Information B.A., University of Massachusetts, Michael Graca Services Amherst Assistant Vice President for M.L.I.S., Simmons College Communications Leadership and Organizational Development Jenni Lund B.A., C.W. Post College Terry Metz Senior Faculty Technology Liaison M.S., Syracuse University Vice President for Library and B.A., Wellesley College Michael Kurgansky Information Services M.Ed., Harvard Graduate School of Graphic Designer B.A., Gustavus Adolphus College Education B.F.A., Kutztown University M.L.S., University of Minnesota Timothy J. Sondermann B.F.A., University of the Arts Research and Instruction Librarian Karen Mateer Research and Instruction B.S., Binghamton University Class Notes Editor Margaret F. Gardner M.L.I.S., University of Rhode Island B.A., University of South Dakota Associate Librarian for Research Zephorene Stickney M.A., University of Iowa and Instruction Archivist, Special Collections Curator M.A., Hamline University A.B., Brown University A.B., Mount Holyoke College M.L.S., University of Rhode Island 244 Trustees, Faculty, Officers and Staff

Resources and Access Service, Spirituality and Social Health Responsibility Gloria Barker Craig S. Andrade Vereene Parnell Director of Library Collections and Associate Dean for Health and Associate Dean for Service, Technical Services Wellness; Director of Student Health Spirituality and Social Responsibility B.A., University of California, Santa Cruz Services B.A., University of Virginia M.S., Simmons College B.S., Bridgewater State College M.Div., Earlham School of Religion M.P.H., Boston University Thomas McAuley Doctoral Studies in Religion and Director of Administrative Information Social Transformation, University of Counseling Systems Denver and Drew University B.S., M.A., Illinois State University Martha Lamb Director of Counseling Services Betty Lynn Brown Student Life Catalog Librarian B.A., Queens College Claudia Bell B.A., SUNY, Binghamton Ed.M., Boston University Associate Dean for Student Life M.A., M.L.S., University of Wisconsin, B.A., Utica College of Syracuse Donna Goodwill Madison University Licensed Social Worker Jean S. Callaghan M.S., Syracuse University B.A., Providence College Serials/Electronic Resources Librarian M.S.W., Boston University Nancy Just B.A., Windham College Associate Director of Student Life for Peter Guthrie M.L.I.S., University of Rhode Island Housing Senior Social Worker Deryl Freeman B.S., University of Vermont B.A., University of Durham, England Cataloging and Metadata Librarian M.Ed., University of Vermont M.A., University of Minnesota B.S., Massachusetts College of M.S.W., Simmons College Andrea Holden Liberal Arts Assistant Director of Student Life Nicole Wildes M.L.I.S., University of Rhode Island B.S., Worcester State College College Counselor Ellen Kane M.A., Webster University B.A., Saint Anselm College Director of Media Services M.A., Lesley University Nadia Omar B.A., Rhode Island College Program Coordinator Robin Woods B.A., University of Wisconsin, Licensed Social Worker Technology Infrastructure LaCrosse A.B., Smith College Thomas McAuley M.A., New Mexico State University, M.S.W., University of Connecticut Director of Administrative Information Las Cruces M.Div., Yale Divinity School Systems Jessica Anthony Athletics B.S., M.A., Illinois State University Area Coordinator B.S., Lasell College Dave Begley Technology Support Director of Intramurals, Roland Brassard Recreation and Club Sports Susan Morgado Area Coordinator B.A., Bridgewater State College Director of Technology Support B.F.A., Keene State College A.S., Fisher College Rebecca Begley Traci King A.S., New England Institute of Technology Head Field Hockey Coach Area Coordinator B.A., Dickinson College B.S., Central Michigan University Student Affairs M.A., Central Michigan University Randi Carine ’97 Sue A. Alexander Facility Manager and Doreen Long Dean of Students Fitness Center Director Area Coordinator B.A., Antioch College A.B., Wheaton College B.A., Valparaiso University Ed.M., Bridgewater State College Jack Kuszaj M.Ed., Northeastern University Senior Associate Dean of Students Paul Carr Laura McCarthy B.S., Springfield College Head Men’s and Women’s Area Coordinator M.Ed., University of Massachusetts, Cross Country Coach B.A., University of Connecticut Amherst B.S., University of Massachusetts M.A., Indiana University of Pennsylvania David Cox Assistant Athletic Trainer A.A., Santa Fe Community College B.A., Florida State University M.S., University of Tennessee Trustees, Faculty, Officers and Staff 245

Matt Cushing Marc Mangiacotti Greg Steele Head Men’s Soccer Coach Assistant Men’s and Women’s Indoor/ Head Athletic Trainer B.S., University of Massachusetts Outdoor Track and Field Coach B.S., Central Washington University Scott Dietz B.S., Bridgewater State College M.A., San Jose State University Assistant Director for Media Relations M.S., University of Houston Rebecca Story B.S., Westminster College Lynn Miller Head Synchronized Swimming Coach Kathy DiSilvestri Head Men’s and Women’s Tennis B.A., Keuka College Associate Athletic Trainer Coach John Sutyak ’00 B.S., Bridgewater State College B.S., Plymouth State University Assistant Director of Athletics (formerly Plymouth State College) Jean-Paul Gowdy A.B., Wheaton College M.S., Pennsylvania State University Head Men’s and Women’s Swimming Ed.M., Springfield College and Diving Coach, Aquatics Director Eric Podbelski Peter Toner B.A., Middlebury College Head Baseball Coach Head Men’s Lacrosse Coach, B.A., Brandeis University Melissa Hodgdon Equipment Manager Head Women’s Basketball Coach Benjamin Read B.S., Springfield College B.S., Springfield College Head Women’s Volleyball Coach M.P.E., Springfield College M.S., Niagara University B.S., University of New Hampshire Brian Walmsley M.A., University of Connecticut Mary Jacobs Head Men’s Basketball, Coach Head Women’s Lacrosse Coach Luis Reis B.S., Bentley College B.A., Trinity College Head Women’s Soccer Coach Chad Yowell B.S., California State University at Josh Kessler Executive Director East Bay (formerly California State Assistant Sports Information B.S., Utah State University University at Hayward) Coordinator M.S.T., Portland State University B.A., Saint Michael’s College Paul Souza Head Men’s and Women’s Indoor/ Gina Loudenburg Outdoor Track and Field Coach Head Softball Coach, Senior Woman B.S., Pennsylvania State University Administrator M.S., Eastern Nazarene College B.A., University of Northern Colorado M.A., University of Northern Colorado 246 247 Alumnae/i Association

The Wheaton Alumnae/i Association provides search for jobs, they can tap into the valuable career strong and continuous volunteer and financial sup- network of Wheaton alumnae/i, many of whom are port of the college, while promoting connections located in the Boston area. among alumnae/i and furthering the education and Students also have the opportunity to connect with interests of women and men. alumnae/i at the association’s Annual Leadership Organized in 1870, today the association Conference in the fall, Commencement Reunion represents more than 15,000 Wheaton alumnae/i Weekend in the spring and at student and alumnae/i in every state and in nearly 60 countries around events throughout the year. the world. The association is governed by a Board The Alumnae/i Association supports the college of Directors comprised of 18 members. Three in other important ways. Volunteers recruit prospec- students are elected to the Alumnae/i Board, each tive students through the Alumnae/i Parent Admission for a one-year term. The president of the Alumnae/i Committee; organize regional events across the Association serves as a member of the Wheaton country that bring Wheaton alumnae/i together; connect Board of Trustees, along with five alumnae/i trust- classmates with each other at Commencement Reunion; ees elected by the alumnae/i. Membership in the and raise financial contributions to the college through association is conferred upon those who attended the Annual Fund. The Black Alumnae/i Network brings Wheaton College for one or more years. together Wheaton’s alumnae/i of color and serves as a Alumnae/i offer a variety of opportunities to resource for current students, while the Lesbian, Gay, current students. Alumnae/i serve as career Bisexual and Transgender Alumnae/i Association also internship sponsors and act as mentors to students serves as a network for alumnae/i and current students. during and after their undergraduate experience. The association reaches out to the alumnae/i for The Filene Center for Work and Learning invites their thoughts and ideas about how best to shape and alumnae/i back to campus to share their work promote a strong, dynamic and active alumnae/i com- and family experiences with students. As students munity that will support Wheaton in the 21st century.

Wheaton College Alumnae/i Board of Directors, 2007 – 2008

President Designated Directors Adam Bart ’95 (member elect) Monique Shire Slap ’81 Stacey Hurd ’90 LGBTA Steering Committee Chair Armonk, NY Annual Fund Chair Pasadena, CA Vice President Bellingham, MA 02019 Jessica Benjamin ’99 (member elect) Reneé Poutré ’88 Scott Hesser ’01 (member elect) Student Alumnae/i Activities Chair Cambridge, MA Nominating Committee Chair Rowley, MA Alumnae/i Trustees Jamaica Plain, MA Deirdre Houlihan DiCara ’77 Josh Bauchner ’95 (member elect) Cheryl Seitles Palmerini ’00 National Class Officer Chair New York, NY National APAC Chair Winsted, CT Jessica Bruce ’87 Mahopac, NY 10541 Lucy Campbell ’02 Brooklyn, NY Becky Hemperly ’88 (member elect) Director-at-Large J.P. Burlington ’99 Strategic Planning Chair South Boston, MA North Kingstown, RI Medford, MA Angela Mullins ’00 (member elect) Lou Ann Daly ’76 Directors-at-Large Director-at-Large Marblehead, MA 01945 Jane Martin ’74 (member elect) Brooklyn, NY Kate Malone Hesser ’01 National Reunion Chair Sharon M. Howard ’87 Jamaica Plain, MA Arlington, VA Ex-Officio Secretary/Treasurer Sally Grant Staugaitis ’91 Sally Willis Bancroft ’66 (member National Regional Chair elect) Baltimore, MD Cumberland Center, ME 247 248 249 Index

Academic Advising 9 Attendance at classes 9 Academic Computing 4 Auditing Courses 7 Academic Probation 8 Academic Resources 9–24 Balfour Scholars 40, 47 Academic Standards 5–30 Biochemistry 73 Academic Standing 8, 49 Bioinformatics 74 Satisfactory Progress 49 Biology 75 Accreditation, Statement of 52 Books and supplies, costs of 52 Administration 41 Boston Marine Studies Consortium 7 Admission 39–43 Brown University, Cross-Registration 7 Application for 40 Business Administration 8 Continuing Education 42 Deferred 41 Calendar, academic  Early Admission 41 Campus activities 33 Early Decision 40 Career development 0 Disablilities, students with 46 Career Exploration Internships 0 Freshmen 39 Chemistry 80 International Students 41 Chinese 82 Interviews 39 Classics 83 Merit Scholarships 40 Communications 8, 107 Readmission 42 Community service 0, 37 Second Semester 41 Computer Science 85 Special Students 42 Connections , 89 Transfer Students 42 Contact Information 52 Visiting Students 43 Continuing Education 42 Advanced Placement , 25–26, 39 Costs 51 Advisors 9 Counseling 36 African, African American, Diaspora Studies 57 Course Completion Requirements 8 Alumnae/i Association 47 Course Registration Procedures 8 Alumnae/i Board of Directors 47 Courses of Instruction 56–210 Alumnae/i Parent Admission Committee 47 Credit, Alternative Sources of 5 American Studies 58 Credits for graduation 5–26 Ancient Studies 58 Curriculum, The Wheaton  Anthropology 59 Connections , 90 Arabic 63 Electives 3 Architecture 8 Enhanced Courses 4 Art History 63 Experimental Courses 4 Art, Studio 69 Foundations, Beyond the West  Asian Studies 71 Foundations, First-Year Seminar , 130 Astronomy 73 Foundations, Foreign Language  Athletics 35 Foundations, Quantitative Analysis 

249 250 Index

Foundations, Writing  Good Standing 8 Independent Major 4 Grading System 6 Independent Study 4 Graduate school preparation 8 Individual Research 4 Graduation requirements 6 Major Concentration 3 Greek 45 Minor Concentration 3 Health Care 36 ance, Theatre Studies and 04 D Health Insurance 51 Davis International Fellows Scholarships 0 Health Professions 7, 76 Dean’s List 6 Health Service Fees 51 Deferred Admission 41 Hispanic Studies 45 Departmental Honors 6 History 51 Development Studies 06 History, Wheaton 5 Disabilities, Students with 42 Honor Code 31 Diversity , 33 Honors 6 Documentary Studies, Salt Institute for 5 Domestic Study Away Programs 5 Independent Major 4 Dual Degree Programs 7, 107 Independent Study 4 Individual Research 4 arly Decision, Admission 40 E Integrity of Academic Work 9 Economics 09 Interdepartmental 57 Education 8, 113 International Relations 58 Electives 3 International Students 41 Endowed Funds  Internships 4, 20 Engineering 7, 108 Italian Studies 59 English 9 Enhanced Courses 4 Journalism 8 Environmental Science 8 Japanese 61 Environmental Studies 9 Judaic Studies 93 Experimental Courses 4 Junior Year Away 5, 23

Faculty 34 Kollett Center for Collaborative Learning  FAFSA (Free Application for Federal Student Aid) 48 atin 61 Federal Aid Programs 45 L Latin American Studies 62 Fees and Expenses 51 Latin Honors 6 Fieldwork 4 Law 8 Filene Center for Work and Learning 0 Legal Studies 63 Film 69, 119 Library 3 Final Exams 30 Loans 46 Financial Aid 45–50 Applications for 48 adeleine Clark Wallace Library 3 First-Year Seminar , 130 M Major Concentration 3 Foreign Language  Management 8, 163 French Studies 38 Marine Studies Marine Biological Laboratory, Woods Hole 6 eneral expenses 52 G Boston Marine Studies Consortium 7 German 42 Maritime Studies, Williams-Mystic 6 Global Education, Center for 3 Marshall Center for Intercultural Learning  Global Study 5 Index 251

Mathematics 64 Service, Spirituality and Social Responsibility 36–37 Mathematics and Computer Science 68 Sociology 00 Mathematics and Economics 68 Spanish 45 Merit Scholarships 40 Special Fees and Expenses 51 Mid-semester evaluations 8 Special Students 42 Minor Concentration 3 State Aid Programs 46 Music 69 Standards, Academic 5–30 Music Performance 73 Statistics 03 Student Activities Fee 51 New Student Experience 33 Student Employment 47 Non-discrimination Policy 52 Student Government Association 33 Nursery School, Elisabeth W. Amen 4 Student Life 31 Studio Art 69 Optometry 7, 109 Study Abroad 5, 23, 50 Orientation 33 Study Abroad, Administrative Fee 51

Pass/D/F 7 Teaching careers 8, 113 Payments 52 Test of English as a Foreign Language (TOEFL) 41 Phi Beta Kappa 6 Theatre Studies and Dance 04 Philosophy 75 Theatre, National Theater Institute 6 Physics and Astronomy 77 Transfer Credit Policy 5 Plagiarism, Statement on 32 Transfer Students 42 Political Science 80 Trustees 33 Preceptor Program 9 Tuition 51 Premedical Students 7 Monthly Payment Option 53 Pre-professional Preparation 7 Tutoring Programs  Professional Development, Twelve College Exchange 6 Gertrude Adams Program 0 PROFILE Application 48 Urban Studies 07 Psychobiology 86 Psychology 87 Visiting Students 43 Public and Community Service 0, 37 Public Policy 92 Washington Semester, American University 6 Wheaton Fellows Program 0 Quantitative Analysis, Center of  Withdrawal 7 Women’s Studies 07 Readmission 42 Work Study 46 Refunds 54 Writing, Creative 9 Registrar 4 Registration Procedures 8 Religion 7, 108, 192 Residence Halls 33 Residential Life 33 Russian and Russian Studies 96

SACHEM 7 Schedule of Payments 52 Scholarships 40, 47, 221 Scholastic Aptitude Test (SAT) 39 252

Contact Information Statement of Nondiscrimination Address correspondence by mail to the office con- Wheaton College is committed to the principles cerned, Wheaton College, 26 E. Main Street, Norton, of Equal Opportunity as defined under federal and MA 02766 state law, and does not discriminate unlawfully on To reach faculty or staff by e-mail, use the bases of race, color, creed, disability, national/ the following format: ethnic origin, age, religion, sex, sexual orientation, [email protected]. or disabled veteran/Vietnam era veteran status in its admission policy, programs, activities, edu- Main campus 508-286-8200 cational policies, scholarship and loan programs, FAX 508-286-8270 athletic and other college-administered programs Academic Advising 508-286-8215 or employment practices and programs. The following person has been designated to [email protected] handle inquiries regarding the nondiscrimination Admission 508-286-8251 policies: [email protected] Affirmative Action Officer Alumnae/i Relations and Annual Giving Wheaton College 508-286-8207 Human Resources [email protected] 26 E. Main Street Norton, Massachusetts 02766 Athletics 508-286-8216 (508) 286-8206 Center for Global Education 508-286-4950 College Advancement 508-286-8223 Statement of Accreditation Wheaton College is accredited by the New England Communications 508-286-8235 Association of Schools and Colleges, Inc., a non- Dean of Students 508-286-8218 governmental, nationally recognized organization Filene Center for Work and Learning 508-286-8211 whose affiliated institutions include elementary Human Resources 508-286-8206 schools through collegiate institutions offering post-graduate instruction. Accreditation of an in- Marshall Multicultural Center 508-286-3669 stitution by the New England Association indicates Office of the President 508-286-8244 that it meets or exceeds criteria for the assessment [email protected] of institutional quality periodically applied through a peer group review process. An accredited school Office of the Provost 508-286-8212 or college is one which has available the necessary Public Safety 508-286-8213 resources to achieve its stated purposes through Registrar 508-286-8247 appropriate educational programs, is substantially Patricia Brown Santilli, registrar doing so, and gives reasonable evidence that it will continue to do so in the foreseeable future. Student Life Office 508-286-8214 / 286-8222 Institutional integrity is also addressed through Student Financial Services 508-286-8232 accreditation.

Information in this catalog was accurate at the time of publication. Wheaton reserves the right to make changes from time to time affecting its curriculum, fees or other matters as educational and financial considerations require. For current information about course descriptions, scheduling, new courses and departmental staff, go to www.wheatoncollege.edu/catalog.