Wellesley College Nonprofit 106 Central Street U.S. Postage Wellesley, MA 02481-8203 PAID Permit 12548 2011–2012

Wellesley College Catalog Course Catalog

Courses of Instruction Africana Studies Computer Science Italian Studies Physical Education & Athletics American Studies East Asian Languages & Japanese Physics Anthropology Literatures Japanese Language & Political Science Arabic East Asian Studies Literature Psychology Architecture Economics Japanese Studies Quantitative Reasoning Art Education Jewish Studies Program Asian American Studies English Korean Language & Culture Religion Astronomy Environmental Studies Latin Russian Astrophysics Extradepartmental Latin American Studies Russian Area Studies Biological Chemistry First-year Seminar Program Legal Studies Sociology 201 Biological Sciences French Linguistics South Asia Studies Chemistry French Cultural Studies Literature or Film Spanish 1 Chinese Geosciences Mathematics Statistics –201 Chinese Language & Literature German Media Arts & Sciences Studio Art Chinese Studies German Studies Medieval/Renaissance Studies Sustainability Certificate

2 Cinema & Media Studies Greek Middle Eastern Studies Program Classical Civilization Health & Society Music Theatre Studies Classical Studies Hebrew Neuroscience Urban Studies Cognitive & Linguistic Sciences History Peace & Justice Studies Women’s & Gender Studies Comparative Literature History of Art Philosophy The Writing Program International Relations Catalog Statement Nondiscriminatory Policies Student Records Copies of the Privacy Act, the regula- The information contained in this cata- Wellesley College admits students without Maintenance of the confdentiality of tions therein, and the “Wellesley College log is accurate as of July 2011. However, regard to race, color, religion or national individual student educational records Guidelines on Student Records” are avail- Wellesley College reserves the right to origins, to all the rights, privileges, pro- has always been important at Wellesley, able on request from the Office of the make changes at its discretion affecting grams, and activities generally accorded or as is a concern for the accuracy of each Registrar. Students wishing to inspect policies, fees, curricula or other matters made available to students at the College. record. The Family Educational Rights and a record should apply directly to the announced in this catalog. The College does not discriminate on Privacy Act (FERPA) of 1974, commonly office involved. Complaints concerning the basis of religion, national origins or known as the “Buckley Amendment,” alleged noncompliance with the Privacy Disclosure of Graduation Rate sexual orientation, in administration of helps protect the privacy of student edu- Act by the College, which are not sat- In accordance with the Student Right-to- its educational policies, scholarship or cation records. Under the provisions of isfactorily resolved by the College, may Know and Campus Security Act (Public loan programs, athletic and other college- the Privacy Act, every Wellesley student be addressed in writing to the Family Law 101-542), the graduation rate for administered programs or in its employ- is assured the right to inspect and review Policy Compliance Office, Department of students who entered Wellesley College as ment policies. all college records, fles, and data directly Education, 400 Maryland Avenue, S.W., first-year students in September 2004 on a Wellesley College, as an independent, related to her, with certain exceptions such Washington, D.C. 20202-4605. full-time basis was 90%. (The period cov- undergraduate educational institution for as medical and psychiatric records, conf- Students interested in placing limita- ered is equal to 150% of the normal time women, does not discriminate on the basis dential recommendations submitted before tions on the release of information should for graduation). of sex against its students in the education- January 1, 1975, records to which the contact Student Financial Services. al programs or activities in which it oper- student has waived her right of access, and Directory Information ates and does not discriminate on the basis fnancial records of the student’s parents. The Privacy Act gives Wellesley the right to of sex in its employment policies, in com- The student may also seek a correction or make public at its discretion, without prior pliance with the regulations of Title IX of deletion where a record is felt to be inaccu- authorization from the individual student, the Education Amendments of 1972, nor rate, misleading, or otherwise in violation the following personally identifable infor- does the College discriminate on the basis of the privacy or other rights of the stu- mation: name; class year; home address of handicap in violation of Section 504 of dent. The Privacy Act also protects the pri- and telephone number; college address and the Rehabilitation Act of 1973. vacy of personally identifable information telephone number; college e-mail address; maintained in student records, including schedule of classes; major and minor the student account, by prohibiting the feld(s); date and place of birth; dates of release of such information (other than attendance at Wellesley College; degrees, those items defned below as “Directory honors, and awards received; weight and Information”) without the written consent height of student athletes; participation in of the student, except to persons such as officially recognized sports and activities; officials or teachers within the College and previous educational institution most who have a legitimate educational interest recently attended. In addition, student in seeing the information, officials of other photographs are part of a College directory institutions in which the student seeks to that resides on the Wellesley College Web enroll, the student’s parents if the student site and they appear on class lists that are is a dependent for tax purposes, and cer- available to the members of the faculty. tain other persons and organizations. These photographs are accessible only to The fnal regulations for the Act make members of the college community. clear that, in the case of students who are The Privacy Act also allows individual dependents of their parents for Internal students to place limitations on the release Revenue Service purposes, information of any of the above information. A student from the education records of the student who wishes to do this must inform the may be disclosed to the parents without Registrar, Green Hall, in writing each year the student’s prior consent. It will be by July 15 for the following academic year. assumed that every student is a dependent In practice, College policies discourage of her parents, as defned by the Internal the indiscriminate release of any informa- Revenue Code, unless notifcation to the tion about individual students. College contrary with supporting evidence satis- directories and lists are for use within the factory to the College is fled in writing College community. with the Registrar by October 1 of each academic year. All correspondence relat- ing to a student’s undergraduate perfor- mance is removed from a student’s fle and destroyed one year after graduation. Academic Calendar 2011–2012

Fall Semester New international students arrive Friday, August 19 New students arrive Monday, August 22 First day of classes Tuesday, August 30 Labor Day—no classes Monday, September 5 Family & Friends and Homecoming Weekend Friday, September 23 through Sunday, September 25 Fall Break—no classes Monday, October 10 through Tuesday, October 11 Monday schedule Wednesday, October 12 Tanner Conference—no classes Tuesday, November 1 Thanksgiving recess After last class on Tuesday, November 22 through Sunday, November 27 Last day of classes Wednesday, December 7 Reading period Thursday, December 8 Exam period* Monday, December 12 through Friday, December 16 Exams: 9–11:30am, 1:30–4pm, and 6–8:30pm

Wintersession Tuesday, January 3 through Monday, January 23

Spring Semester First day of classes Wednesday, January 25 Presidents’ Day—no classes Monday, February 20 Monday schedule Thursday, February 23 Spring Break After last class on Friday, March 16 through Sunday, March 25 Patriots’ Day—no classes Monday, April 16 Monday schedule Friday, April 20 Ruhlman Conference—no classes Wednesday, April 25 Last day of classes Friday, May 4 Reading period Saturday, May 5 through Tuesday, May 8 Exam period* Wednesday, May 9 through Tuesday, May 15 Exams: 9–11:30am, 1:30–4pm, and 6–8:30pm Commencement Friday, May 25

*Although many final exams are self-scheduled, students should plan on being at Wellesley for the entire exam period and make travel arrangements accordingly. Residence halls close for the fall semester 24 hours after the exam period ends and close for the spring semester 72 hours after the exam period ends. All students must vacate their residence halls by these times.

1 Academic Calendar Contents Academic Calendar 2011–12 1 Courses of Instruction 25 Japanese Language and Literature 83 Inquiries, Visits, and Correspondence 3 Africana Studies 26 Japanese Studies 138 The College 4 American Studies 30 Jewish Studies 139 Facilities and Resources 5 Anthropology 33 Korean Language and Culture 81 Division of Student Life 8 Arabic 37 Latin 72 Campus Life 9 Architecture 38 Latin American Studies 140 Student Government 10 Art 39 Legal Studies, Courses in 216 Residential Life Philosophy 10 Asian American Studies, Linguistics 142 Center for Work and Service 12 Courses in 216 Literature or Film (from Language Admission 12 Astronomy 49 Departments), Courses in 217 Criteria for Admission 12 Astrophysics 51 Mathematics 142 Admission Plans 13 Biological Chemistry 51 Media Arts and Sciences 145 International and Transfer Students 13 Biological Sciences 52 Medieval/Renaissance Studies 147 Nontraditional Students 14 Chemistry 58 Middle Eastern Studies 149 The Academic Program 15 Chinese 62 Music 151 The Curriculum 15 Chinese Language and Literature 81 Neuroscience 156 Academic Policies and Procedures 15 Chinese Studies 62 Peace and Justice Studies 158 Additional Academic Opportunities 15 Cinema and Media Studies 62 Philosophy 160 Study Abroad 15 Classical Civilization 69 Physical Education and Athletics 164 12 College Exchange 15 Classical Studies 68 Physics 166 Academic Support 16 Cognitive and Linguistic Sciences 74 Political Science 169 Student Achievement 16 Comparative Literature 75 Psychology 177 Academic Distinctions 16 Computer Science 77 Quantitative Reasoning Program 182 Costs 17 East Asian Languages Religion 183 Comprehensive Fees 17 and Literatures 80 Russian 189 Billing and Payment 18 East Asian Studies 86 Russian Area Studies 191 Refund Policy 19 Economics 88 Sociology 192 Financing Options 20 Education 92 South Asia Studies 196 Financial Aid 20 English 95 Spanish 198 Graduate Fellowships 22 Environmental Studies 103 Statistics, Courses in 217 For Wellesley College Extradepartmental 107 Studio Art 45 Graduating Seniors 22 First-year Seminar Program 108 Sustainability Certificate Program 202 For Graduating Seniors and French 112 Theatre Studies 204 Graduates of Wellesley College 22 French Cultural Studies 117 Urban Studies, Courses in 218 For Women Graduates of Any Geosciences 118 Women’s and Gender Studies 207 American Institution 23 German 121 The Writing Program 211 For Wellesley College Graduates: German Studies 124 Faculty 219 Opportunities in Asia 23 Greek 71 Board of Trustees 227 Instructions for Applying 23 Health and Society, Courses in 216 Presidents 228 Hebrew 124 Administration 228 History 125 Alumnae Association 231 History of Art 39 Index 232 International Relations 134 Campus Map 234 Italian Studies 135 Travel Directions 235 Japanese 138

2 Contents Inquiries, Visits, and For Correspondence President Correspondence General interests of the College Wellesley College welcomes inquiries and Provost and Dean of the College visits to the College from prospective stu- Academic policies and programs, study dents, their parents, and other interested abroad individuals. For those who would like more detailed information on many of the Dean of Students programs and opportunities described in Student life advising, counseling and this catalog, the College publishes a num- health, residence and student activities, ber of brochures and booklets. These pub- MIT cross-registration, exchange pro- lications as well as answers to any specific grams, international students, religious questions can be obtained by contacting and spiritual life, learning and teaching the appropriate office as listed under “For center, career service and internships Correspondence.” Class Deans For those who would like to visit the Academic advising College, the administrative offices in Green Hall and the Admission Office in Director of Continuing Education Weaver House are open, Monday through Davis Scholars, Postbaccalaureate students Friday, 8:30am to 4:30pm. The Admission Dean of Admission Office is open on some Saturday morn- Admission of students including ings during the academic term. Student Davis Scholars guides provide scheduled tours for visitors without appointments. However, visitors Executive Director of Student should check the schedule online at www. Financial Services wellesley.edu/Admission/visit or call the Financial aid, student accounts, loan Admission Office at 781.283.2270 prior repayment, student employment, educa- to coming to Wellesley to obtain informa- tional financing tion regarding scheduled tours. A prospec- Registrar tive student who wishes to arrange an Transcripts of records interview with an admission staff member should make an appointment at least two Director of Center for Work and Service weeks in advance. Graduate school, employment, under- Accommodations for alumnae and graduate and alumnae career counseling, for parents of students or prospective community service students are available on the campus in Vice President for Finance the Wellesley College Club and may be Business Matters reserved by calling the College Club at 781.283.2700. For a list of area hotels and Vice President for Resources inns, please visit the College Web site. and Public Affairs Gifts and bequests, external relations Wellesley College 106 Central Street Executive Director, Alumnae Association Wellesley, Massachusetts 02481 Alumnae interests Te l 781.283.1000 Web www.wellesley.edu For directions to Wellesley College, please visit www.wellesley.edu/Admin/travel.html.

3 Inquiries, Visits, and Correspondence to manage quantitative data with ease, the Wellesley’s strength in the sciences The College confidence to approach new material, and dates to the nineteenth century, when the The mission of Wellesley College is the capacity to make critical judgments. College’s physics laboratory was the second These skills are essential—whatever the in the country (the first being MIT). The to provide an excellent liberal arts student chooses to do with her life. Science Center brings together all the sci- education for women who will make Within this traditional liberal arts ence departments, including mathematics a difference in the world. framework, the Wellesley curriculum is and computer science, in a contemporary dynamic and responsive to social change setting that fosters interdisciplinary discus- Wellesley is a college for the student who and new fields of study. The dramatic sion and study. Laboratories are complete- has high personal, intellectual, and pro- expansion of information of the last ly equipped for a wide variety of fields. fessional expectations. Beyond this com- decades has led to an increasingly interdis- The Center also includes an observatory mon ground, there is no typical Wellesley ciplinary course of study. Single majors in and an extensive complex of greenhouses. student. Students come from all over traditional disciplines have been joined by One of the first liberal arts colleges the world, from different cultures and double majors and specially designed inter- to establish a separate computer science backgrounds, and they have prepared for disciplinary and interdepartmental majors. department and computer science major, Wellesley at hundreds of different second- Some departments also offer minors. Wellesley remains at the forefront of ary schools. Through the Davis Degree technological development. Students and Program, women beyond the traditional The Faculty faculty in all disciplines use the College’s college age, many with families, are part The Wellesley faculty is a community of academic computing facilities in their of the student body working toward a recognized scholars. Dedicated to teach- courses and research. The Knapp Media Wellesley degree. Women and men from ing, they bring a vast range of academic and Technology Center provides state other colleges and universities study and professional interests to the College. of-the-art technology for students in at Wellesley through various exchange Many members of the faculty live on or courses ranging from multimedia language programs. near the campus. They are committed to instruction to graphic arts. This diversity is made possible, in large all aspects of life in the Wellesley commu- The well-known Wellesley Centers part, by the College’s need-blind admis- nity and are accessible to students outside for Women, composed of the Center for sion policy. Students are accepted without of the classroom. Research on Women and the Stone Center consideration of their ability to pay. Once Wellesley College has a student/fac- for Developmental Services and Studies, admitted, those with demonstrated need ulty ratio of 9 to 1. The average class size produce work of national importance receive financial aid through a variety of ranges from 17 to 20 students. A few about issues facing women in contempo- services. popular introductory courses enroll more rary society. Henry Fowle Durant, Wellesley’s than 100, but these classes routinely break Students in the arts find excellent founder, was an impassioned believer in into small discussion groups under the facilities in the Jewett Arts Center and the educational opportunity for women. His direction of a faculty member. Seminars Davis Museum and Cultural Center. strong philosophy carries over to the pres- typically bring together 15 to 18 students ent day. Throughout its 130-year history and a faculty member to investigate clearly Life at Wellesley Wellesley has been one of the country’s defined areas of interest. The low student- Wellesley College is a community with a preeminent liberal arts colleges and a faculty ratio offers an opportunity for stu- history and commitment to creating an distinguished leader in the education of dents to undertake individual work with environment of empowerment. Wellesley’s women. faculty or honors projects and research. mission supports a long tradition of culti- vating student activism, and the College’s The Liberal Arts Program Academic Facilities motto, Non Ministrari sed Ministrare In some respects, the liberal arts cur- Excellent academic facilities support (“Not to be ministered unto, but to min- riculum at Wellesley has not changed learning at Wellesley and all resources are ister”), is deeply embedded in the con- significantly since the College was found- available to students. Students have access sciousness of students. Wellesley students ed. Though the structure of distribution to virtually all the collections on campus become empowered through their experi- requirements has evolved, the requirement through a computerized library system ences, both in the classroom and beyond that each student should be acquainted totaling over 1.5 million items. The hold- the Wellesley community. For generations, with the main fields of human interest ings include more than 200 electronic Wellesley women have been taught about has remained a constant. The concept of databases; 40,000 electronic journals; the importance of public service. Many the major—the opportunity for each stu- 200,000 electronic books; 14,000 films students participate in public and com- dent to establish mastery in a single area on VHS and DVD; and 8,000 music munity service in government agencies through concentrated study during her CDs. Among the special holdings are a and nonprofit organizations in the greater junior and senior years—has remained world-renowned Browning Collection, a Boston area and throughout the world via consistent as well. The College is commit- Book Arts Collection, and a Rare Book the robust internship program. Through ted to this framework because it empha- Collection. Interlibrary loans through the these experiences, students gain the sizes the essence of education: the ability Boston Library Consortium augment the confidence to engage and empower others to speak and write clearly, the knowledge College’s own holdings. in the world.

4 The College Wellesley students embrace opportuni- in the Margaret Clapp Library. Library ties to shape the quality of their campus Facilities and Resources & Technology Services provides sup- experience. Student leaders have a voice State-of-the-art academic facilities, port to students who use the high-speed, in directing student activities, cultural aff campus-wide wired and wireless network airs and events, student publications, and ranging from creative arts media and from their own rooms to access electronic the administration of the Honor Code. In advanced scientific research equip- resources both on campus and around addition, students have an extraordinary ment, support Wellesley’s curriculum. the world. These resources include: the opportunity to participate in many levels These facilities are available to all College Web site; the library online catalog of decision-making that affect College students. and full-text electronic resources; a campus life. Students serve, frequently as voting portal and mobile apps; centralized e-mail, members, on committees of the Board of Botanic Gardens calendar, and collaboration tools; online Trustees, as well as the Academic Council, www.wellesley.edu/WCBG software tutorials; and a wide array of the Board of Admission, the Committee Wellesley has a long history of excellence instructional software. on Curriculum and Instruction, and the in plant science, supported by remark- Continuing Education (CE) House Budget Advisory Committee. able botanical facilities. The Alexandra www.wellesley.edu/NSP Opportunities for student leader- Botanic Garden and the H. H. Hunnewell A “home on campus” for Davis Scholars ship and involvement are numerous. The Arboretum showcase an extensive collec- and Postbaccalaureate students, CE House Wellesley College Government Association tion of hardy trees and shrubs and habitats is a place where students gather for pro- is the official organization of all Wellesley ranging from wetlands to meadow to grams, meetings, group study, or simply students. Its officers and Senate (consist- woodland. This 22-acre outdoor labora- conversation. ing of elected representatives from each tory is complemented by the Margaret C. residence hall and many student organiza- Ferguson Greenhouses, which contain a Davis Museum and Cultural Center tions) play active leadership roles through- diverse array of plants from around the www.davismuseum.wellesley.edu out the College community. There are also world, as well as rooms dedicated to cours- Located at the center of the campus, the over 150 student organizations (with more es and research. The gardens are an out- Davis is a vital force in the intellectual, than 20 multicultural organizations) spon- standing teaching facility and community pedagogical, and social life of Wellesley sored by the College that offer opportuni- resource visited by thousands each year. College. The Museum creates a challeng- ties to fit nearly every interest, cultural or ing environment that fosters visual literacy, religious tradition. Child Study Center supports interdisciplinary study, and Students are also encouraged to partici- www.wellesley.edu/childstudy inspires new ideas, research, discourse, and pate in two annual on-campus conferences The Child Study Center, a laboratory pre- critical thinking. It is a dynamic institu- that were established to foster community school under the direction of the psychol- tion that provides a basis for involvement collaboration and to enhance the intel- ogy department, was originally designed with the arts in the academy and in life. lectual life of the College: the Ruhlman in 1913 as a school for young children. The Davis collects, preserves, exhibits, Conference which highlights student Students and faculty from any discipline and interprets works of art for on- and achievement on-campus and the Tanner are encouraged to study, observe, conduct off-campus audiences. Its collections of Conference which focuses on students’ approved research, volunteer, or assistant more than 10,000 works of art span the experiential learning. teach in classes with children ages two to history of human making around the five. In addition to the observation and globe, from antiquity to the present, are Alumnae Network testing booths in the historic Anne Page an educational resource for the College Each student who comes to Wellesley Building, there is a developmental labora- and for the surrounding community. College joins an extended community tory at the Science Center. The Davis presents innovative temporary of more than 36,000 alumnae. Some of exhibitions, permanent collections galler- them have been outstanding scholars and Classrooms ies, and related programs in many media. researchers, others have been business- The three primary classroom buildings on Find us online and try the new Collections women and leaders in politics and social campus are Founders Hall for the humani- Search! issues, and still others have made impor- ties, Pendleton Hall for the social sciences tant contributions to their communities and arts, and the Science Center. Green Hall through volunteer work. No matter how Computer Facilities The offices of the president, the deans, and they have chosen to make their mark in http://web.wellesley.edu/web/Dept/LT/ others directly affecting the academic and the world, these women have proven that hours.psml#labs business management of the College, as four years at Wellesley College is just a Students have access to hundreds of well as the Susan and Donald Newhouse beginning. computers across campus and wire- Center for the Humanities, are located less access in academic buildings and in Green Hall. The hall’s Galen Stone throughout residence halls, encouraging Tower, a focal point of the campus, rises mobility and collaboration. Advanced to182 feet and houses the carillon, which computing and multimedia equipment is played regularly by student carilloneurs and software are available in the Knapp and for major College events. Media and Technology Center, located

5 Facilities and Resources Harambee House Transformation,” which offers opportuni- Knapp Media and Technology Center www.wellesley.edu/Harambee/index.html ties for constructing meaning through http://web.wellesley.edu/web/Dept/LT/ Harambee House provides programs to spiritual reflection and practice. Computing/Projects the entire College community that high- The Knapp Media and Technology Center, Jewett Arts Center and Pendleton West light various aspects of African, African located in the Margaret Clapp Library, The Jewett Arts Center consists of the American, and African Caribbean culture. contains 43 computer workstations Mary Cooper Jewett Art Wing and the We have a growing library dedicated to the capable of viewing and digitizing audio Margaret Weyerhaeuser Jewett Music history and culture of African and African and video, scanning printed images, slides, Wing. The Art Wing, home of the American peoples and a library of classi- film and negatives, and creating digital Art Department, includes classrooms, cal jazz by Black artists, which is located images and animations; audio- and video- studios, darkrooms, video and digital in the Jewett Music Library. We are also production studios; a video-conferencing facilities, plus the Art Library, the Student the home for several cultural organiza- site; media-equipped project rooms; two Art Gallery, and the Visual Resources tions including Ethos, Wellesley African video-editing rooms; a large format print- Collection. The Jewett Sculpture Court Students Association (WASA), Women er; and other multimedia equipment and serves as a wireless student lounge and for Caribbean Development (WCD), and software. Library & Technology Services exhibition space. The Music Wing, home Ministry to Black Women (MBW). staff assist faculty, students, and staff in the of the Music Department, holds the use of these resources and collaborate in Houghton Chapel and the Music Library, listening rooms, practice the development of multimedia projects. Multifaith Center studios, classrooms, and a collection of Library & Technology Services provides Since its dedication in June 1899, the musical instruments from various periods laptops, cameras, and other equipment for historic Houghton Chapel has served as available for student use. Music perfor- check out. a center of community life at Wellesley mances, theatre events, lectures, and sym- College. The Chapel has also provided a posia are held in the Jewett Auditorium, Knapp Social Science Center critical venue for College ceremonies and a 320-seat theatre. The arts facilities of The Knapp Social Science Center at traditions, for concerts, lectures, and other Pendleton West include drawing and Pendleton Hall East integrates the social performances. For nearly the entire history painting studios, sculpture studios and sciences and provides instructional space of Wellesley College, Houghton Chapel foundry, a print studio, a state-of the-art that is varied in design and layout. The has afforded the community a spiritual papermaking studio, and a concert salon. physical space includes case-study class- space, which supports and complements rooms, computer classrooms with individ- Nannerl Overholser Keohane Sports the pursuit of intellectual excellence and ual student workstations, seminar rooms, Center and Outdoor Fields Complex personal growth. As indicated by the three traditional lecture halls, a videoconferenc- http://web.wellesley.edu/web/Athletics/ keys given to each president of Wellesley ing facility, and an archaeologylaboratory. Classes for all indoor sports, aquatics, College as she takes office (to the library, Public spaces include a viewing room fitness, martial arts, and dance are con- the dormitory, and the Chapel), the equipped with a large TV/DVDsetup, ducted in the Nannerl Overholser Keohane Chapel reflects the College’s commitment wireless computing capability, and a two- Sports Center. The facility includes an that the education of the whole person— story atrium with bleachers andinformal eight-lane competition swimming pool; intellectually, relationally, and spiritually— seating. badminton, squash, and racquetball courts; remains at the core of the mission of the two weight rooms; exercise/dance/yoga Library institution. studios; volleyball courts; and an athletic http://web.wellesley.edu/web/Dept/LT The Multifaith Center is a global center training area. The Field House has a basket- The Wellesley College Library, consisting of learning and discovery for all people, a ball/volleyball arena; indoor tennis courts; of the Margaret Clapp, Art, Astronomy, place for prayer, meditation, study, wor- a 200-meter track, a spinning room, and a Music, and Science libraries, number over ship, and education. By adding new sacred cardiovascular machine area. Included in 1.5 million volumes in collections. The spaces to our existing facilities in the the cardiovascular area are 39 new pieces Library’s physical holdings are supplement- Chapel and Hillel Lounge (Billings Hall), of cardio/strength training equipment. ed by a wealth of online books, journal the Center provides spaces for regular Treadmills include a virtual-reality interface articles, videos, art, and other materials, gathering for all of our religious communi- with iPod support. and through resource sharing with the ties including Baha’i, Buddhist, Christian The outdoor sports facilities include a Boston Library Consortium and NExpress. (Protestant, Roman Catholic, Orthodox, state-of-the-art turf field for lacrosse and The Library received the first nationwide and Evangelical), Hindu, Humanist, Jain, field hockey; an eight-lane track; a grass “Excellence in Academic Libraries” award. Jewish, Muslim, Native African, Native soccer playing field; an award-winning Among its notable features are the College American, Quaker, Sikh, and Unitarian softball venue; and a recreation field. Archives, the Book Arts Lab, where typog- Universalist groups. The Center is also Outdoor water sports focus around the raphy and letterpress printing are taught, home to Wellesley’s nationally recognized boathouse on Lake Waban, where the and the Special Collections, which contain programs in Religious and Spiritual Life canoes, sailboats, kayaks, and crew shells rare books and manuscripts that support including “Beyond Tolerance,” which are kept. Wellesley also maintains a nine- student research. Research and instruction engages community members in programs hole golf course, Nehoiden Golf Club, specialists staff service desks, help with on interfaith understanding, dialogue and which is the oldest nine-hole course in in-depth research, and teach hands-on conflict resolution, and “Education as New England. sessions for professors and their classes.

6 Facilities and Resources All libraries offer computer workstations, founders, the President’s House is located ing: a con-focal microscope, two NMR quiet and comfortable study space, help on a hill bordering Lake Waban just south spectrometers (one with a micro-MRI from knowledgeable staff, and information of the main campus. It is frequently the accessory), a MALDI-TOF mass spec- to enhance life and learning. site of alumnae and trustee gatherings, trometer, energy dispersive X-ray fl uores- and events for faculty, staff, and students cence spectrometers, microcalorimeters, Susan and Donald Newhouse throughout the year. an automated capillary DNA sequencer, Center for the Humanities a high-power pulsed tunable laser, and a www.newhouse-center.org Residence Halls 16-node supercomputer equipped with The Susan and Donald Newhouse Center www.wellesley.edu/ResLife/ state-of-the-art bioinformatics tools. for the Humanities at Wellesley College Wellesley’s 21 residence halls vary in size aims to create a dynamic and cosmopoli- and house students from all four class Slater International Center tan intellectual community that extends years in a combination of single, double, www.wellesley.edu/SICISS/ from Wellesley College to the wider triple, quad, and suite rooms. Many The Slater International Center was estab- Boston-area community and beyond. By upperclass students are assigned single lished to encourage greater understand- promoting and supporting innovative, rooms if requested. However, first-year ing among cultures through personal imaginative, and influential research in the and sophomore students have one or association and cooperative endeavor and humanities, the Newhouse Center serves more roommates. The residence halls are is dedicated to supporting the Wellesley as a vibrant and exciting place of contact grouped in three areas of the campus: College international community. The and connection between the Wellesley Bates, Freeman, McAfee, Simpson West, Center is the focal point for international College humanities community and visit- Cedar Lodge, Dower, French House, activities and events that bring together ing scholars, artists, writers, and perform- Homestead, Instead, and Stone-Davis are members of the college who share a desire ers. Located on the second floor of Green near the Route 16 entrance to the campus; for increasing intercultural understanding. Hall, the Newhouse Center provides office Tower Court, Severance, Cervantes, Lake, “Slater” is also a place where students can space for a collaborative research com- and Claflin are situated off College Road meet to study, cook, entertain, and gather munity of resident scholars and creative on the west side of the campus; and Shafer, informally. artists (including postdoctoral fellows, Pomeroy, Cazenove, Beebe, and Munger The Office of International Student and visiting scholars from other institutions, are located by the Route 135 entrance to Scholar Services is located in Slater. The and Wellesley faculty on sabbatical leave), the College. International Student & Scholar Advisor as well as generating an exciting and and her staff work closely with other Schneider Center diverse array of programming and perfor- departments to provide a variety of services Schneider Center houses the following mances for the benefit of the community to assist international students and schol- student offices: College Government; the at large, including the Mary J. Cornille ars, including advising services and refer- Schneider Board of Governors(SBOG); Distinguished Visiting Professorship in the rals related to immigration, employment, the Student Bursar; WellesleyNews; Humanities, the Newhouse Distinguished academic, social and cultural adjustment Legenda, the college yearbook; WZLY; Writers Series, the Elizabeth Jordan issues. The Slater International Center Spectrum; Mezcla and Wellesley Asian Lecture and Colloquium, and more. also supports various international and Alliance (WAA). Other facilities and cultural student organizations and pro- Parking offices in Schneider include a Student motes global student leadership through Student parking by permit is available Leadership Resource Center; a lounge collaboration. at the Davis Parking Facility and the and kosher kitchen for Hillel; Office of Distribution Center lots. Because of lim- Religious and Spiritual Life; the Office of Society Houses ited parking on campus, resident first-year Intercultural Eduction; and several other Wellesley has three society houses: students are not permitted to have cars on offices. Shakespeare House, for students interested campus. The chief of campus police, or in Shakespearean drama; Tau Zeta Epsilon Science Center designated representative, must approve House, for students interested in art and The Science Center houses the Depart- any exemptions to this policy. The direc- music; and Zeta Alpha House, for students ments of Astronomy, Biological Sciences, tor of disability services must approve any interested in literature. Each has kitchen Chemistry, Computer Science, Geosci- temporary or permanent exemptions to and dining facilities, a living room, and ences, Mathematics, Physics, and Psychol- this policy due to medical or accessibility other gathering areas. ogy, as well as several interdepartmental circumstances. The parking fee for sopho- programs such as Neuroscience and Bio- Transportation mores, juniors, and seniors is currently logical Chemistry. The Center includes up- There are a number of transportation $75 per semester or $135 per year, and for to-date teaching and research laboratories, options for students on campus. The off-campus students $60 per semester or extensive computer facilities, and modern College offers hourly weekday Exchange $100 per year. The College may further classrooms. The Science Library contains Bus service to the MIT campus in restrict normal parking procedures to more than 120,000 volumes, maintains Cambridge beginning at 7am and ending accommodate campus construction proj- subscriptions to a wide array of print and at 11pm. The Exchange Bus also makes a ects, or other special events as needed. electronic journals, and provides access to stop in the Back Bay and provides conve- President’s House online databases. nient connections to the MBTA system. Formerly the country estate of Mr. and The Science Center contains a variety The Wellesley-Olin-Babson Shuttle con- Mrs. Henry Fowle Durant, Wellesley’s of state-of-the-art instrumentation includ- nects the three campuses Monday–Friday

7 Facilities and Resources from 7:30am until 6:00pm. Weekends the and food offerings that demonstrate its of WCW are incorporated into the clinical Senate Bus provides daytime service to the purpose as a multi-constituency gathering work and programs of the Stone Center MBTA’s Riverside Station on the Green place for coffee and meals, on weekdays, Counseling Service, which are directed to Line and evening service to Cambridge weekends, and late into the night. Also, the mental health needs and overall psy- and Boston. Also available on Saturdays is the Center reinforces the strongly held chological well-being of Wellesley College the Natick Movie-Mall Shuttle providing Wellesley value of small group experiences, students. The Stone Center Counseling transportation to the Natick Collection, while under-scoring that those groups are Service is a part of the Division of Student the AMC Theatre complex, Barnes & part of the larger College community. Life and reports directly to the Office of Noble and Target. In addition, the College the Dean of Students. Wellesley Centers for Women partners with Zipcar, a membership- www.wcwonline.org Wellesley College Club based car sharing service. There are four Scholars at the Wellesley Centers for www.wellesley.edu/CollegeClub Zipcars parked on campus. Students may Women (WCW) have conducted social A center for faculty, staff, and alumnae, join Zipcar by going to www.zipcar.com/ science research and developed train- the Wellesley College Club’s reception and wellesley. ing and evaluation programs that place dining rooms are open for lunch and din- Diana Chapman Walsh ’66 women’s experiences at the center of its ner to members, their guests, and parents Alumnae Hall work since the original Centers’ found- of students. Overnight accommodations Housing the largest auditorium on cam- ing in 1974. WCW has informed public are available for all members, alumnae, pus, Alumnae Hall also contains a large policy and programs by ensuring that and parents of current and prospective ballroom, a classroom and the Ruth Nagel findings reach policy makers, practitioners, students. Jones Theater. The building has been educators, and other agents of change. Whitin Observatory renovated and reopened in late spring of The work at the Centers focuses on three www.wellesley.edu/Astronomy/ 2010. The renovations updated the seat- major areas: the social and economic status The Whitin Observatory contains lecture ing, lighting, and technology for the 1000 of women and girls and the advancement and laboratory classrooms, a research seat auditorium, enhanced the acoustical of their human rights both in the United project room, and the Astronomy Library. characteristics of the whole building, pro- States and around the globe; the educa- Located on campus, its fleet of telescopes vided accessibility throughout including tion, care, and development of children is used nearly every clear night for teaching the installation of an elevator, and estab- and youth; and the emotional well-being and research. In addition to 6-and 12-inch lished a primary entry for the Ruth Nagel of families and individuals. Issues of telescopes best suited for visual observing, Jones Theater at the main entrance to the diversity and equity are central across the Observatory has a fleet of six 8-inch building. A significant portion of these all the work as are the experiences and computer-controlled telescopes for stu- renovations addressed efficiency; especially perspectives of women from a variety of dent use. The 24-inch Sawyer telescope is regarding lighting, heating and air condi- backgrounds and cultures. With public a research-grade instrument with state-of tioning equipment. Alumnae Hall is the and private grants, contracts, and gifts as the-art cameras, electronics, and comput- first building on campus to be Gold LEED its primary funding sources, the WCW is ers, and is used for advanced observing Certified This is the first comprehensive one the largest and foremost organizations classes and faculty-supervised student renovation in the more than 80-year his- dedicated to gender-focused research in research. tory of the building. the country. The WCW was formed in 1995, Lulu Chow Wang Campus Center when the Center for Research on Women www.wellesley.edu/WangCampusCenter/ Division of and the Stone Center for Development The mission of the Wang Campus Center Services and Studies joined together to Student Life is to enable faculty, students, and staff as become a single organization. The Center well as their friends and associates to play for Research on Women was instituted by The Division of Student Life guides and work together in a common space; to a grant from the Carnegie Corporation in and fosters the intellectual, ethical, give student organizations flexible meeting 1974 to conduct social science research space; to allow small and large groups of personal and social development of that grows from the lives and perspec- students to gather spontaneously and for Wellesley students as they explore their tives of women. The Stone Center for planned events. It is the gathering space place and purpose as learners engaged Developmental Services and Studies, for all members of the campus community. founded in 1981 with a gift from Grace in a diverse and interdependent col- The Campus Center offers services for W. and Robert S. Stone, is dedicated to lege and world. all members of the community, includ- the prevention of psychological prob- ing a bookstore that offers a variety of The Division of Student Life provides ser- lems, the enhancement of psychological products and an information center where vices and support to students and creates well-being, and the search for a better the master events calendar is kept and dis- a community environment in which the understanding of human development. played. It is a place for fun and relaxation, curricular and co-curricular experiences The WCW maintains close ties with the and also a space where students, faculty, of students are integrated. With a deep College’s counseling division—known and staff can get things done: have a meet- commitment to creating community as as the Stone Center Counseling Service. ing, mail a letter, consult with a professor, well as the growth and development of Work and psychological-theoretical focus purchase sundries, check email, or make each student, the division aims to promote photo-copies. The Center provides space well-being, encourage personal integrity, 8 Division of Student Life foster a sense of individual responsibility have become a significant part of life at The Initiative for Diversity and accountability, and to provide services Wellesley. The physical education depart- and Inclusion and support to position students for the ment offers more than 90 courses each http://web.wellesley.edu/web/StudentLife/ best possible educational experience. The year, including classes inaquatics, dance, OurDiverseCommunity professionals in the division work in the fitness, martial arts, sports, and yoga. The Initiative for Diversity and Inclusion following areas: Dean of Students Office, Varsity student-athletes are frequent tro- supports Wellesley College’s commit- Center for Work and Service, Advising phy winners in NCAA, Division III, and ment to educating students for national and Academic Support Services, Religious other intercollegiate events in the College’s and global citizenship by implementing and Spiritual Life, Residential Life and 14 sports: basketball, crew,cross country, an integrated program of intercultural Student Activities, Pforzheimer Learning fencing, field hockey, golf, lacrosse, soc- education that equips students with the and Teaching Center, Disability Services, cer, softball, squash, swimming & diving, knowledge and skills they will need for the Davis Degree Program, Health and track, tennis, and volleyball. For students leadership and life in a diverse and inter- Counseling Services, and Intercultural interested in non-varsity athletics, the dependent world. Under the leadership of Education. College supports several competitive club the Dean of Intercultural Education, the sports, including equestrian, ice hockey, Office of Intercultural Education (Division Campus Life rugby, sailing, Nordic skiing, ultimate of Student Life) works in partnership Frisbee, and water polo. Wellesley also with the Associate Provost & Academic Student Organizations sponsors a wide array of recreational activi- Director of Diversity and Inclusion, with Wellesley sponsors over 170 student orga- ties, ranging from cultural dance clubs the Director of Employment, Diversity nizations that reflect a variety of student to student-led fitness classes to intramu- & Inclusion, and with faculty, staff and interests and offer ample opportunities ral offerings in crew, basketball, soccer, student leaders, in the development and to get involved. Our organizations range dodgeball, and volleyball. The Nannerl leadership of activities, trainings and pro- broadly from the arts, club sports, and Overholser Keohane Sports Center and grams focused on intercultural education journalism to professional, volunteer and outdoor fields complex provide facilities and multicultural competency that educate religious projects, including political, for physical education, varsity and club and promote awareness, understanding cultural, and social action efforts. Several sports, intramurals, and recreation. (See and appreciation of diversity and inclusion disciplines such as economics, biology, his- The Campus for details.) Lake Waban is throughout the campus community. The tory, Russian, and East Asian Studies have used for sailing, canoeing, and kayaking, Intercultural Education staff includes the student organizations connecting curricu- and Nehoiden Golf Course is available to Dean, the Assistant Deans and Advisors lar and co-curricular activities. Students students as well. to students of Latina, Asian, and African can learn about careers through organiza- descent, and the Director of LGBTQ stu- The Arts tions such as the Consulting Club, the dent programming. Hippocratic Society, the Society of Black Traditionally the arts are an essential part Engineers, pre-dental, pre-veterinary, and of the Wellesley experience. Students Technology pre-law societies, as well as Women for with musical interests can explore the http://web.wellesley.edu/web/Dept/LT Public Health. To learn more, please visit Wellesley College Orchestra, the Prism An important extension of both social www.wellesley.edu/StudentActivities. Jazz Ensemble, Yanvalou Dance and Drum and academic life, technology is integral Ensemble, the Guild of Carillonneurs, to the Wellesley experience. The entire Service and the MIT Orchestra, as well as a College community has access to elec- The College’s motto, Non Ministrari sed capella groups such as: the Tupelos, the tronic collaboration tools. Every student Ministrare (not to be served, but to serve), Blue Notes, the Toons, the Widows, and has access to the Internet, e-mail, and the inspires Wellesley students to engage in Graceful Harmony. Those with theatrical campus-wide network through wired and community service. The Center for Work interests can choose from the Wellesley wireless connections in residence halls and Service assists students in connecting College Theatre and the Shakespeare and academic buildings. In addition, with volunteer opportunities at organiza- Society. At the Jewett Arts Center’s computer labs are located in the Knapp tions with which Wellesley College is Student Gallery, students can exhibit their Media and Technology Center, the librar- affiliated in Greater Boston, including work or organize and curate shows. The ies, Pendleton, and the Science Center. local public school systems, health care Multifaith Center sponsors a series of Art Library & Technology Services encourages programs, and women’s advocacy groups. and Soul programs each semester that the use of new and emerging technologies Students may apply for grants for short- include guest artists and student perfor- and offers the opportunity to consult on term domestic and international alterna- mance on themes that reflect the College’s project with subject experts. tive break service projects; funding is historic belief that education is a spiritual Wellesley Traditions and Centers available for summer opportunities as well. as well as an intellectual journey. To take A number of traditional events are part advantage of the extensive opportunities Physical Education, Recreation, of life at Wellesley. Flower Sunday, first offered by the Boston Museum of Fine and Athletics held in 1876, celebrates the community Arts whose collections accord it a world Since its founding, Wellesley College through an interfaith, nondenomina- ranking, free entry has been purchased for has considered physical activity instru- tional program. Stepsinging, first held all students thanks to the generosity of mental to a sound liberal arts educa- in 1899, happens at the beginning and Marion Burr Sober ’30. tion, andathletics, recreation, and fitness end of each academic year. This is a fun

9 Division of Student Life and competitive program with traditional of fundamental value to each member of The staff of Residential Life seek to: class songs that encourage class spirit and the community. Within the philosophy of 1. Foster inclusive learning communities celebrate the institution’s history. A Day self-government, the personal honor and where each member contributes her to Make a Difference, started in 2000, responsibility of each individual as she own unique history, culture, perspec- invites all members of the community and or he approaches both the regulated and tive, talents and creativity, and where alumnae worldwide to spend a day doing nonregulated areas of academic, social, and each member appreciates the contribu- volunteer work. Lake Day, planned by residence hall life in the Wellesley commu- tions of other community members. students, encourages relaxation and fun nity are of central importance. 2. Challenge each other to think critically on Severance Green, by the lake. Family The Honor Code covers all duly adopt- and reflect upon the many aspects of life and Friends Weekend/Homecoming is a ed rules of the College for the governance as we move from one stage to another. visiting weekend full of campus activities of academic work, for the use of College 3. Model all of the above in our own lives and athletic events, including a class tree resources, and for the conduct of its mem- and in our work with each other. planting ceremony first done in 1877. bers. Each student—degree candidate, Spring Week, hosted by the Schneider exchange student, and Postbaccalaureate The operations of the residential life Board of Governors, the campus activities student—is bound by all the rules. team are grounded in two related theoreti- board, includes concerts, movies, and a As a member of the student body of cal assertions: that individuals grow and carnival. In the spring, seniors participate Wellesley College both on and off the change over time and that a supportive in Hoop Rolling, started in 1895. Students campus, each student is expected to sub- community fosters healthy growth. Our roll wood hoops through a racecourse; the scribe to the following Honor Code: professional team utilizes theories of stu- winner is then thrown into the lake by her dent development to form the basis of the As a Wellesley College student, I will act with classmates. Tradition holds that the winner residential life department mission. We honesty, integrity, and respect. In making this will be the first to find success in life. A support, encourage, and serve as non-peer commitment, I am accountable to the com- plethora of other traditional events mark resources so that students may safely chal- munity and dedicate myself to a life of honor. Wellesley’s community life. lenge their own limitations and fears. There are a variety of social centers on She/he should also remember that she/ Eighty-eight student staff members, campus. The Lulu Wang Campus Center he is subject to federal, state, and local who are the resident assistants, residence serves as the focal point of community laws that are beyond the jurisdiction of managers and house presidents, assist the activities. Slater International Center Wellesley College. professional staff. Their role is crucial to is the frequent setting for international The Honor Code can work only with providing the comfort and structure of res- and multicultural events and celebra- full support of the entire College com- idential living, which permits and allows tions. Harambee House, the social and munity. In addition to upholding the residential life to flourish. cultural center of Wellesley’s African regulations and spirit of the Honor Code The residential life team also works to American community, sponsors lectures personally, both students and faculty are build strong communities within each resi- and music and dance performances. The responsible for the success of the system. dence hall. A strong community is a place Davis Museum and Cultural Center, with This includes guarding against and, if nec- that practices hospitality, holds all mem- its Collins Cinema and Café, is a place essary, reporting any inadvertent or inten- bers to the same standard of accountabil- to relax with friends, view domestic and tional abuses of the Honor Code by any ity, and develops a trusting and respectful international films, listen to lectures and member of the community. space that celebrates its members. Living live performances, and attend art show in a community establishes a model of College Government openings. The new Multifaith Center is civic responsibility within the Wellesley Responsibilities of College Government a place of practice for the people of the community. The staff and students work include governance of all student organiza- many religious and spiritual traditions together to create an environment where tions, appointment of students to College that make up the Wellesley College com- learning can occur. committees, and allocation of the student munity. It is also a place of encounter and activity fund. The Senate, the elected legis- Residence Halls education around issues of interreligious lative body of College Government, which Each residence hall has a distinctive char- and cultural understanding, dialogue, also provides the official representative acter and structure. Resident Directors and conflict resolution. In addition, the voice of the student body, assumes many (RD) and Area Coordinators (AC) are pro- Multifaith Center has become a gathering of these responsibilities. Violations of the fessionals trained in working with young place as well as a popular venue to host Honor Code are adjudicated through women and issues that arise from living in lectures, performances, and meetings. Honor Code Council. a small community. Each professional staff Student Government member supervises Resident Assistants Residential Life Philosophy (RA) who live on each floor of the build- Honor Code ing, as well as, a House President (HP). The philosophy of the Office of Residential Inherent in Wellesley’s democratic system The RAs and HPs are trained in commu- Life at Wellesley College closely follows of governance and its accompanying law is nity programming and act as resources and the mission of the College. the Honor Code. As the vital foundation referral agents for all students. The smaller The mission is to share and model a of government, the Honor Code rests on halls each house fewer than 20 upperclass commitment to the education of women. the assumption that individual integrity is students and are staffed by RAs and offer more independent government. Many

10 Division of Student Life opportunities exist for students to assume campus members to assist the director of The religious life team includes a leadership positions. Students in the larger disability services to coordinate services for Buddhist Chaplain, a Hindu Chaplain, residence halls elect a house council that students with disabilities. a Hillel Director, a Jewish Chaplain, a administers the hall government. The Muslim Chaplain, a Catholic Chaplain, Stone Center Counseling Services house council in each hall plans a variety a Protestant Chaplain, a Liaison to the www.wellesley.edu/Counseling of social, cultural, and educational events Evangelical Christian community, and a Many students benefit from talking with throughout the year. Each residence hall Unitarian Universalist Chaplain. The pro- a professional about personal matters also elects representatives to the College gram also includes advisors and student affecting their daily life or their basic sense Government Senate. These students con- groups for the Baha’i, Humanist, Jain, of purpose and direction. The Wellesley sult with members of the residence hall on Native African, Native American, Pagan, College Counseling Service, part of the campus-wide issues and convey opinions Sikh, and Zoroastrian communities, to Division of Student Life, is located in the of their constituencies to the student name just a few. Chaplains and advisors Stone Center and is affiliated with the government. are available for religious and pastoral Wellesley Centers for Women. It pro- The cost of all rooms is the same, counseling. Students, faculty, and staff are vides short-term individual and group regardless of whether they are shared, and invited to take part in one or more of these counseling for Wellesley College students students are required to sign a residence faith communities for worship, medita- who need or desire this support. The hall agreement. Each large hall has a spa- tion, practice and discussion on a weekly Counseling Service also provides educa- cious living room, smaller common rooms, basis, as well as in educational and social tional programs, training sessions, and and a study room. There are five dining activities throughout the academic year. workshops to the College community that halls on campus and each offers vegetarian In addition, the Dean of Religious and address mental health and developmental entrees; Pomeroy serves kosher/vegetarian Spiritual Life coordinates a program that issues. food at all meals, and Tower is a nut-free examines the role of spirituality in the edu- Licensed clinical staff members include dining area. There are kitchenette facili- cational process at Wellesley and officiates psychologists, social workers, a psy- ties in each hall for preparing snacks. Each at multifaith community worship. chiatrist, and clinical nurse practitioners. building is equipped with coin-operated Many opportunities are available Time-limited therapy is provided to the washers and dryers. for students to express their spirituality. students at no cost. For long-term treat- The College supplies a bed, a desk, a Flower Sunday, one of Wellesley’s oldest ment, students are referred to private, chair, a lamp (halogen and 5 prong lamps traditions, is a multifaith celebration held clinical professionals and agencies in the are not allowed), a bookcase, and a dresser at the beginning of each academic year. community. Professional confidentiality is for each resident student. Religious and spiritual spaces on campus maintained at all times in accordance with include: Houghton Chapel and Multifaith Services for Students with Disabilities the law. Center, the Hillel Lounge and Kosher www.wellesley.edu/DisabilityServices/ The Counseling Service offers a clinical Kitchen located in Billings Hall, and the DShome training program for advanced-level gradu- Religious and Spiritual Life offices also in Wellesley College is committed to provid- ate students in the fields of social work Billings Hall. ing students with disabilities the access and psychology in collaboration with the and support they need to achieve their Wellesley Centers for Women’s Jean Baker College Health Service academic potential and to participate fully Miller Training Institute. The clinical www.wellesley.edu/Health in Wellesley’s activities. training program includes advanced practi- The College Health Service is a licensed Each student is viewed as an individual cum training for social work and psychol- outpatient clinic staffed by physicians, with a unique set of strengths and abili- ogy students and internship-level training nurse practitioners, and nurses. The ser- ties. Disability services professionals, who for psychology students. The clinical work vices provide primary medical and gyne- are part of the Division of Student Life, of the Counseling Service is informed by cological care, nutrition counseling and are available to provide individualized the Relational Cultural model developed physical therapy care to all students. There assistance and information to students. by the Jean Baker Miller and colleagues. is also a small on-site laboratory. When The director of disability services works required, consultation with a specialist is Religious and Spiritual Life with all students with disabilities, tem- available both locally and in Boston. http://web.wellesley.edu/web/StudentLife/ porary or permanent, and is the first Emphasis on education and preventive OurDiverseCommunity/rel.psml contact point for students with physical measures to promote healthful lifestyles are Wellesley’s Office of Religious and disabilities, learning disabilities, and atten- integral to the health service philosophy. Spiritual Life fosters a sense of commu- tion disorders. The director of disability The health service collaborates with other nity by supporting the diverse religious services receives support from the director College services such as counseling service, traditions and spiritual perspectives rep- of the Stone Center Counseling Services residential life, physical education, and resented in the Wellesley community, and who assists students with psychological recreational athletics. by offering all students the opportunity to and emotional disabilities and from the The confidentiality of the clinician- deepen their understanding of the religious Director of the Health Service who helps patient relationship is carefully main- and spiritual traditions of the world, as students who identify as having health or tained; a student’s medical information well as gain skills in interreligious dialogue medical disabilities. These staff members is not shared with College authorities or and spiritual growth. work collaboratively with faculty and other parents without the student’s specific con-

11 Division of Student Life sent. When there is concern about a stu- • fellowship and graduate school advising The Board includes faculty, administra- dent’s safety, however, that concern takes • prelaw and prehealth advising tion, and students. In selecting candidates precedence over issues of confidentiality. • job and internship recruiting programs for admission, the Board considers sev- Information may also be disclosed to meet • not-for-profit and public service job eral factors: high school records; rank in insurance claims or legal requirements. search track class; standardized test scores; letters of There is no charge for outpatient visits • a comprehensive career fair recommendation from teachers, guidance to a nurse, nurse practitioner, or physician • alumnae panel presentations counselors, or principals; the student’s own at the health service. There are charges • workshops statements about herself and her activities; for laboratory tests, immunizations, and • online W Network (over 34,000 and interview reports when available from some procedures. A college-sponsored Wellesley graduates are contacts for the staff or alumnae. Student Accident and Sickness Insurance career exploration) The Board values evidence of unusual Program is available to cover most of these • online job, internship, and community talent and involvement in all areas of aca- charges. For more details on the insurance service databases demic and social concern. The admission program, please visit www.wellesley.edu/ • a robust Web site as well as a career decision is never based on a single factor. Health/Information/insurance.html. library Each part of the application contributes to a well-rounded appraisal of a student’s In addition, the CWS offers the strengths and helps determine whether Center for Work and Service Madeleine Korbel Albright Institute Wellesley would be the right place for her www.wellesley.edu/CWS for Global Affairs, an intensive leader- to continue her education. ship program for students held during The Center for Work and Service empow- Wintersession. The Institute fosters ers Wellesley women to translate the liberal appreciation for the forces of globaliza- Criteria for Admission arts into action in the world. Through our tion, the complexities of leadership, and programs and services, we encourage stu- General Requirements for First-year the importance of citizenship. Through dents and alumnae to: Student Applicants this program as well as others, the CWS is Wellesley College does not require a fixed • develop a clearer and evolving sense of aligned more closely with the educational plan of secondary school course prepara- self and the ability to determine their core of the College. Faculty and CWS staff tion. Entering students normally have own definition of success; collaborate to help integrate the student’s completed four years of college preparatory • gain a comprehensive set of skills that can overall career decision-making process and studies in secondary school that includes be used for lifelong career development; to amplify the connection between her training in clear and coherent writing and • develop a broad perspective and sense of academic experience and life outside the in interpreting literature; history; training ethical citizenship through their engage- classroom. in the principles of mathematics (typically ment in the world; After graduation, the CWS remains four years); competence in at least one • develop a lifelong sense of connection to a resource for alumnae in offering career foreign language, ancient or modern (usu- Wellesley and each other for support and counseling, fellowship advising, gradu- ally four years of study); and experience in resources. ate and professional school advising, job at least two laboratory sciences. Students listings, Web and library resources, and a A staff of experienced professionals planning to concentrate in mathematics, reference file service. counsels students and alumnae at all stages premedical studies, or natural sciences are of career exploration—from finding a urged to elect additional courses in math- job or internship to applying for gradu- Admission ematics and science in secondary school. ate study and fellowships, engaging in There are often exceptions to the above, civic opportunities, or making a career www.wellesley.edu/admission and the Board will consider an applicant transition. whose educational background varies from Wellesley College encourages quali­ this description. Wellesley’s applicant pool Students explore various professions, fied applicants from a wide variety educational options, internships, and has been consistently strong. As a result, community service opportunities using of cultural, economic, and ethnic not all applicants who are qualified are the resources of the Center for Work and backgrounds to join its diverse mul- admitted. For more information about Service. Students create a career profile ticultural student population. Each the admission process, please visit our on MyCWS, an individualized portal application is evaluated on its own Web site. that enables them to schedule advising merits, without regard to race, reli- The Application appointments, view job and internship gion, color, creed, national origin, or The Wellesley application consists of the listings, take note of CWS events, receive sexual orientation. Common Application plus the Wellesley announcements for programs of interest, supplement. You may apply online at and register for programs. Among the The Board of Admission admits students the Common Application Web site at CWS offerings are: who will benefit from the education www.commonapp.org. • career advising and inventories Wellesley offers and who will be able The Interview to meet the graduation requirements. • internship search and funding resources While Wellesley does not require a person- Consideration is given to creativity, high • community service programs and fund- al interview for first-year or transfer appli- motivation, and strong academic potential. ing resources cation, prospective students are strongly

12 Admission recommended to arrange one. An inter- only one early decision application. International and view is required of accelerating candidates Once admitted under early decision, all and Davis Degree candidates (see related other applications must be withdrawn. Transfer Students sections). If a candidate cannot come to Applications must be submitted by Through the years Wellesley has attracted the College, and would like to request an November 1 and indicate that they are a large international student population. off-campus interview with an alumna in intended for the early decision plan. The resulting cosmopolitan atmosphere her area, she should complete the off-cam- Although College Board tests taken has benefited the entire campus. The pus interview request form www.wellesley. through the November test date or ACT College also seeks highly qualified transfer edu/Admission/offcampusinterview. tests taken through the October test date students who believe that Wellesley’s spe- may be used, it is preferred that students Campus Visit cial opportunities will help them achieve complete the tests by the end of their Students who are seriously considering specific goals. For international and trans- junior year. Decisions on admission and Wellesley will have a better understanding fer students there are some additional financial aid will be mailed no later than of student life here if they can arrange to and different application procedures and mid-December. spend a day on campus. Candidates are deadlines. welcome to attend classes, have meals in Early Evaluation International Students the residence halls, and talk informally Candidates whose credentials are com- All non-U.S. citizens attending second- with Wellesley students. Prospective stu- plete by January 1, and who select this ary schools or universities outside of the dents who plan to visit are urged to notify plan on the Wellesley Supplement form, United States and all U.S. citizens who are the Board of Admission at least two weeks will receive an early evaluation notice of completing their high school diploma in a in advance so that tours, interviews, meals, their chances for admission. These evalu- school system abroad should complete all and class attendance can be arranged. ations will be sent by the end of February. sections of the application for admission Candidates will receive the final decision Standard Tests that pertain to international students. from the Board of Admission in April. Applicants must take either the College Admission is considered for September Board Scholastic Assessment Tests (SATs) Accelerating Candidates entrance only. The application and all or the ACT Assessment. If an applicant is Candidates who have demonstrated required credentials must be received by taking the SATs, she must take the SAT academic strength and personal/social the deadline for the admission plan under Reasoning Test and two SAT Subject Tests. maturity may apply to enter college after which the student plans to apply (Early Wellesley recommends one Subject Test to completing their junior year of high Decision: November 1; Early Evaluation: be quantitative (math or science). If she is school. These candidates are considered January 1; Regular Decision: January 15). taking the ACT, she must take the ACT with other applicants in the regular deci- Application forms should be returned with with Writing Test. The latest test date from sion plan but are requested to identify a nonrefundable $50 application fee drawn which scores can be used for September themselves as accelerating candidates in on a U.S. bank, or a fee waiver request admission is December of the previous their correspondence with the Board of from the secondary school. The applica- year. The College Board Code Number for Admission. An interview is required, pref- tion fee is waived for students who apply Wellesley College is 3957. The ACT Code erably at the College. Accelerating candi- online. Number for Wellesley College is 1926. dates are not eligible for early decision or Financial aid is available for only a early evaluation. In all other respects they limited number of non-U.S. citizens. Admission Plans follow the same procedures as the regular Therefore, admission is highly competi- decision plan. tive for students who apply for financial Regular Decision assistance. Wellesley’s established policy is Candidates applying under the regular Deferred Entrance to accept only those international students decision plan must file an application Some students who apply successfully to for whom we can provide the necessary by January 15 of the year for which they Wellesley may then desire to defer their financial support. are applying. Applicants will be notified entrance to the first-year class for one The SAT Reasoning and two Subject of the Board of Admission’s decisions in year. If so, they should accept the offer Tests or the ACT with Writing Test are April. Applicants for regular decision may of admission by May 1, and submit their required of all international students in take SATs or the ACT any time through deposit. At that point, the request for addition to predicted or, if completed, December of the senior year. Results of deferral should be made to the dean of final results of their own national exami- tests taken after December arrive too late admission in writing. Students who attend nations. The TOEFL (Test of English as for consideration. another American college full-time during a Foreign Language) is strongly recom- the year between high school and their Early Decision mended for all students for whom English entrance to Wellesley are not considered is not their first language and who have Students with strong high school records deferred students but must reapply for been studying in English for less than five who have selected Wellesley as their first entrance as transfers. Ordinarily, transfer years. The TOEFL is not needed if English choice college by the fall of senior year students may not defer entrance to the fol- is the candidate’s first language. The official should consider the early decision plan. lowing semester or year. This also applies ACT or the official SAT Reasoning Test Candidates may initiate applications at to international students. and SAT Subject Tests score reports must other colleges, but they agree to make be forwarded directly to Wellesley College

13 Admission by the College Board, using Wellesley’s a minimum of 16 units of work and two completed their Bachelor of Arts degree. Code Number 3957 on the College Board academic years at the College, so ordinarily The Postbaccalaureate Study Program registration form. If the ACT or the only incoming sophomores and juniors are is available for women and men who SAT Reasoning and Subject Tests are not eligible to apply. A Wellesley unit is equiv- already have a bachelor’s degree and seek administered in an applicant’s country, she alent to four semester hours. Some transfer non-degree coursework. Students in both may take only the TOEFL. students may need to carry more than the programs enroll in the same courses as the Interested students are encouraged to usual four courses per semester in order to traditional-age undergraduates. initiate the application process one full complete their degree requirements within For more information about any of the year in advance of the planned entrance four years. Incoming juniors, in particular, programs described in this section, please date. For more information, please contact should be aware that Wellesley requires visit the admission Web site. the Board of Admission or complete the evidence of proficiency in one foreign lan- Elisabeth Kaiser Davis Degree Program online form in the “Contact Us” section guage before the beginning of the senior Candidates for the Davis Degree Program of the Admission and Financial Aid Web year. In addition, all transfer students are women, usually over the age of 24, site. Students may also apply electronically should note Wellesley’s course distribu- whose education has been interrupted at www.commonapp.org. Inquiries should tion, quantitative reasoning and writing for at least two years or whose life experi- include the student’s country of citizen- requirements, which must be fulfilled for ence makes enrollment through the Davis ship, present school, academic level, and graduation (see The Curriculum section Degree Program the logical avenue of the year of planned college entrance. Our of this catalog). Incoming junior transfer admission. These students, known as Davis fax number is 781.283.3678. students may not take part in the Twelve Scholars, meet all academic degree require- College Exchange Program or Junior Year International Students Applying ments of the College, but the flexibility of Abroad. All transfer students may elect to for Financial Aid the Davis Degree Program allows a woman take courses through the cross-registration International citizens applying financial to combine school with work and fam- program with MIT. aid are eligible to apply only under ily responsibilities. Some Davis Scholars the Regular Decision plan (January 15 For International Transfer Applicants live on campus, usually in small residence deadline). Non-U.S. citizens attending a college or halls especially reserved for Davis Scholars. university outside the United States and Each Davis Scholar in residence must Admission of Transfer Students who wish to transfer to Wellesley may carry a full academic course load of four Wellesley College accepts transfer stu- only apply for first-year admission and for courses a semester and should consult with dents from accredited four- and two-year September entrance only. The application her class dean to determine how many colleges. They must offer an excellent deadline is January 15. After successfully semesters she will have to complete her academic record at the college level and completing one year of study at Wellesley, degree. Nonresident Davis Scholars, other strong recommendations from their dean they may be eligible for transfer credit for than international students, may enroll on and college instructors. Students wishing courses from their previous institution. a full-time or part-time basis and have no to transfer into Wellesley should apply by Financial aid funding is available for a very time limit for completing their degrees. March 1 (and by January 15 for interna- limited number of international students International Davis Scholars must be full- tional students seeking financial aid) for studying outside the United States, and time students whether or not they are in entrance in September and by November admission is very competitive. residence. 1 for January entrance. Notification is in Non-U.S. citizens attending a college Many applicants to the Davis Degree mid-May and December, respectively. The within the United States who are not Program have not experienced a traditional application forms should be returned with seeking financial assistance may apply college-preparatory secondary-school pro- a nonrefundable $50 application fee or a as transfer candidates for entrance in gram, or their transcripts from the past are fee waiver request authorized by a financial September or January. The application not an accurate reflection of current abili- aid officer or college dean. The applica- deadline for September entrance is March ties. Such applicants are urged to complete tion fee is waived for students who apply 1, and the deadline for January entrance at least four college-level courses for credit online. is November 1. to strengthen their academic skills and The College will accept transfer credit Non-U.S. citizens attending a college credentials before applying to the program. only for those courses that are comparable within the United States who are seek- An applicant must demonstrate strong to the ones offered in the liberal arts cur- ing financial assistance must apply by writing skills and the ability to think riculum at Wellesley. Candidates accepted January 15 for entrance in September. coherently and analytically. She also needs for transfer will be given a tentative evalu- Competition in this applicant pool is keen. to show training in the principles of ation of their credit status at the time of mathematics, including algebra and trigo- admission. Transfer credit for studies nometry. A student who has never pursued completed outside of the United States Nontraditional Students a foreign language should also complete will be granted only when the registrar’s Wellesley College offers two programs some course work for credit in a foreign office has given specific approval of the for students beyond traditional college language prior to applying. courses taken, as well as the institutions age: the Elisabeth Kaiser Davis Degree The College will accept courses for granting the credit. To receive a Wellesley Program and the Postbaccalaureate Study transfer credit only if they are comparable degree, a transfer student must complete Program. The Davis Degree Program is to ones offered in the liberal arts curricu- designed for women who have not yet

14 Admission lum at Wellesley and if a grade of C or cedures that govern most routine aspects better was earned. Course work presented The Academic Program of academic life are available at www. for transfer credit must be accompanied The process of learning begins with wellesley.edu/DeanStudent/Handbook/ by an official transcript from an accredited acad.html. college, descriptions of courses at the time the mind and motivation of the they were taken, and the degree require- student herself. The most tempting Additional Academic ments of the institution. All information array of courses and the most carefully Opportunities should be sent with the application for planned requirements alone will not admission. For additional information, guarantee the growth of an educated Although Wellesley’s liberal arts cur- please contact the Admission Office or mind. The academic experience is riculum provides a basis for a student to visit the admission Web site. explore the full range of human learning designed for the student who seeks a broadly, there are sample opportunities Postbaccalaureate Study Program broad acquaintance with the many within the curriculum to delve deeply Candidates for the Postbaccalaureate and diverse fields of human inquiry into a student’s particular interests and Study Program are men and women to prepare for any number of career who already have a bachelor’s degree as well as the opportunity to explore options. Wellesley faculty and staff are and wish to do further undergraduate her personal intellectual interests in readily available to support students’ work. Postbaccalaureate students may, depth. It provides for the acquisition individualized research projects and pre- for example, take courses to prepare for of knowledge and the skills appropri- professional planning. Many of these graduate school or a career change or to ate to the liberal arts but above all, opportunities are detailed at www.welles- enrich their personal lives. The Premedical it is responsive to the student who ley.edu/DeanStudent/Handbook/acad. Study program is a popular choice. The html. Postbaccalaureate Study Program does not genuinely wishes to acquire the habit offer a degree, nor is there campus hous- of learning. It seeks to stimulate the ing or financial aid for students in the mind, refine the eye, and enlarge the Study Abroad program. For more information, please capacity for free, independent, and Each year several hundred Wellesley contact the Board of Admission or visit the discriminating choice. College students spend a semester or admission Web site. year abroad, pursuing academic and per- sonal interests in every world region. The Admission The Curriculum Applications for the Elisabeth Kaiser Davis College sponsors a variety of study abroad Degree Program are considered once a year The curriculum at Wellesley is structured programs and exchanges in Europe, Asia for fall semester entrance only. The appli- to provide strong guidance and to allow, and North America, and Africa, appro- cation deadline is March 1 for admission at the same time, great personal choice. priate for students across the disciplines. in the fall. The deadline for international By the time a Wellesley student has earned Wellesley students may also choose from applicants for this program is January 15. the Bachelor of Arts degree, she should be more than one hundred pre-approved non- Candidates for the Davis Degree program acquainted with the main fields of human Wellesley study abroad programs or enroll may apply online at www.wellesley.edu/ inquiry, capable of integrating knowledge directly at a wide range of world class admission/application. from various fields, and prepared for con- universities around the world. The Office Official transcripts, essays, and letters tinuous scholarly and personal growth. In of International Study offers a range of of recommendation must be submit- her major field, the student is expected to services and resources for students as they ted before a candidate is considered. A demonstrate maturity of thought, acquain- prepare for and take part in study abroad, personal interview is also required. The tance with recognized authorities in the including individual and group advising, Board of Admission looks for evidence field, and general competence in dealing information sessions and fairs. such as work, volunteer experience, and with sources of research or analysis. especially recent course work that demon- Information about Wellesley College 12 College Exchange strates a candidate’s intellectual ability and courses and degree requirements is Wellesley College is part of the 12 initiative. available at www.wellesley.edu/Courses/ College Exchange network, enabling stu- The application deadlines for postbac- home.html. dents to enroll for a semester or year at calaureate applicants are November 15 Amherst, Bowdoin, Connecticut College, for January admission and March 1 for Academic Policies and Dartmouth, Mount Holyoke, Smith, September admission. Procedures Trinity, Vassar, Wellesley, Wesleyan, or Wheaton, or to participate in the The academic policies and procedures of Williams-Mystic Semester or National the College have been subject to continu- Theater Institute. Contact the Office of ous change and examination throughout International Study for more information. the College’s history, responding to chang- es in student lifestyles and innovations in the curriculum. The policies and pro-

15 The Academic Program Academic Support strengths, overcome difficulties, and devel- conference also presents an opportunity op effective strategies for academic success. for alumnae to return to campus to discuss Academic Advising Faculty members participate in programs how their participation in these experi- At Wellesley, class deans and the faculty that enable them to share insights, refine ences as Wellesley students has enriched provide academic advising. The class deans teaching skills, and implement pedagogical their lives. are central sources of information about innovations. degree requirements, academic legisla- Academic Distinctions tion, and resources available at the College Student Achievement to help students achieve their academic The College confers a number of academic distinctions to give recognition for supe- goals. They advise students about course The Ruhlman Conference rior or advanced work, either upon gradu- selections and sequences and are available www.wellesley.edu/DeanCollege/Ruhlman ation or during the student’s career. These throughout a student’s years at Wellesley Founded in 1997 as a forum for stu- opportunities are also detailed at www. for consultation about matters of more dents to present their work in public, wellesley.edu/DeanStudent/Handbook/ general intellectual and personal concern. the Ruhlman Conference provides an acad.html. Starting with Orientation, the faculty opportunity for students, faculty, staff , serve as mentors about the liberal arts friends, family, and alumnae to gather and Honors in the Major Field experience, helping first-year students celebrate student achievement. Students who have shown marked excel- discuss their academic interests, goals, Students submit presentation propos- lence in their major field may earn honors and experiences during their first year at als for consideration at the end of the in the major. The usual route to honors, Wellesley and introducing them to areas of fall semester. Sensitive to the diversity of offered by all departments and programs, the curriculum about which they may lack student interest and accomplishment, the involves writing an honors thesis and suc- knowledge. In addition, each first-year stu- conference allows a variety of presentation cessfully passing an oral examination by dent is assigned a faculty advisor to ensure formats: talks, colloquia, panels, poster a thesis committee. To be admitted to that she has an opportunity to explore her sessions, exhibitions, musical and theatri- the thesis program, a student must have individual interests and concerns about the cal performances, and readings of original a grade point average of at least 3.5 in all degree. work. By providing an opportunity for work in the major field above the 100level. Faculty and the class deans share the public presentation of what is often a Some departments and programs require a advising of juniors and seniors. This private, isolated activity, the Ruhlman higher average. Departments may petition arrangement provides for systematic and Conference underscores the idea that on behalf of exceptional students whose equitable supervision of each student’s research can be part of an ongoing conver- averages fall between 3.0 and 3.5. Students progress toward the BA degree. In addi- sation in a community of scholars. enroll in Senior Thesis Research (360) in tion, it has the double benefit of special- Held each spring, the conference the first semester and carry out indepen- ized advice from faculty in the major field has been made possible by the Barbara dent work under the supervision of a fac- and detailed examination of the student’s Peterson Ruhlman Fund for Interdisci­ ulty member. If sufficient progress is made, overall program. plinary Study. students continue with Senior Thesis (370) in the second semester. Specific The Pforzheimer Learning & The Tanner Conference requirements vary with departments and Teaching Center www.wellesley.edu/CWS/Tanner/ program; see the relevant sections of the The Pforzheimer Learning & Teaching index.html catalog for details. Some departments and Center, located in the Margaret Clapp Established through the generosity of programs offer other routes to honors in Library, plays a significant role in support- alumna Estelle “Nicki” Newman Tanner, the major; these are described in their ing the intellectual life of both students the Tanner Conference celebrates the rela- Directions for Election. and faculty on the Wellesley campus. tionship between the liberal arts classroom The mission of the Center is to provide and student participation in an increasing- Other Academic Distinctions students with a variety of programs and ly diverse and interdependent world. The Latin Honors services designed to help them realize their Tanner Conference provides a venue for Students with an average of 3.60 or higher academic potential and to give faculty students and alumnae to analyze and share will be Wellesley College Scholars cum members the opportunity to explore issues their off-campus experiences with others in laude; those with an average of 3.75 or in higher education, teaching methodolo- the College community. higher will be Durant Scholars magna cum gies, and the academic culture of Wellesley Encompassing the diversity of laude; students with a 3.90 or higher aver- College. off-campus experiences of students, the age will be Durant Scholars summa cum Tutoring is the heart of the Center’s conference explores the learning that laude. Details about eligibility for Latin academic support services. The PLTC occurs through internships, service learn- Honors are available at: www.wellesley. offers a variety of tutorial programs ing experiences, student teaching, study edu/DeanStudent/Handbook/ other- focused on individualized peer tutoring, abroad, international Wintersession pro- honors.html. supplemental instruction and study skills grams, experiential learning in courses, and instruction. Peer tutors and PLTC staff independent study and research conducted help students build on their academic away from Wellesley. Held each fall, the

16 The Academic Program Other Honors Juniors and seniors are elected to member- Costs ship in the Eta of Massachusetts chapter of www.wellesley.edu/SFS Phi Beta Kappa on the basis of their total academic achievements in college. Seniors Wellesley offers a variety of payment plans and financing options to assist who have done research in the sciences all students and their families in meeting the costs of a Wellesley education. may be elected to associate membership in In addition, through financial aid, the College is able to ofer its education the Wellesley chapter of Sigma Xi. to all students regardless of their financial circumstances (please refer to the A special fellowship is available to Financial Aid section on page 20 of this catalog). seniors carrying out independent work: the Pamela Daniels ’59 Fellowship is a Information and communications about payments are directed to the student, rather merit award, meant to provide an oppor- than a parent or guardian. If a parent or other individual handles the educational tunity for a senior to envision and carry finances, it is the student’s responsibility to make the information contained in this cata- out a piece of work that the student would log available to the person who is responsible. love to do before graduation. Friends and former students of Pamela Daniels ’59, Comprehensive Fees Class Dean from 1981 to 2000, endowed As a part of the registration process, all students will be required to acknowledge the cost the fellowship. of tuition and relevant fees prior to online registration for each term. When registering On recommendation of the faculty, the for classes online, students will be prompted with a screen that will state: trustees award the title of Trustee Scholar to four seniors who intend to pursue “By my registration, I acknowledge that I am responsible for payment of my tuition graduate studies. The awards are made on account and related expenses by the published payment due date. I agree to pay all a competitive basis; the title is honorary. reasonable collection costs including attorney fees and other charges necessary for Certain prizes have been established at the collection of this debt.” College for the recognition of excellence Students must agree to this statement by clicking on the “I agree” button and clicking on in a particular field. The appropriate aca- the “DONE” button before they may register for classes. This acknowledgement may be demic department selects the recipients; completed prior to the start of on line registration. each award carries a small stipend or gift and usually bears the name of the donor or Fees and Charges the person honored. The Comprehensive Fee for 2011–12 resident students is $53,250. All fees are subject to change without prior notice. The breakdown is as follows:

Traditional Students & Davis Scholars Resident Off-Campus Tuition $40,410 $40,410 Room 6,390 N/A Board 6,200 N/A Student Activity Fee 250 250 Comprehensive Fee $53,250 $40,660

Nonresident Davis, Postbaccalaureate, Special Student Tuition—Per Credit/Course $5,051 Student Activity Fee—Per Credit/Course 31 Tuition—Per Half Credit/Course 2,526 All resident students must have a meal plan. Students who live in cooperative housing and choose a co-op meal plan pay the College a kitchen usage fee of $995 instead of the board charge. Students may be exempt from purchasing the food portion of the board charge only upon approval by the dean of students. Approved exemptions are required to pay the indirect costs of food service. The dean of students determines this cost. Wintersession (January) Tuition (Nonresident Davis Scholars only) $5,051 Course Fee* Variable *Course fee varies depending on study away program. Tuition for Wintersession is included in the regular yearly tuition for all students except for nonresident Davis Scholars who pay by the course.

17 Costs Summer School 2011 (per four-week session) must receive payment by January 2. E-bill Tuition—Standard Course $2,150 statements will be generated any month in Tuition—1.25 Unit Course 2,687.50 which there is an outstanding balance on Tuition—.5 Unit Course 1,075 the student account. Audit Fee 800 You may visit E-bill to make and Nonrefundable Registration Fee (per four-week session) 50 confirm payments, view statements, and Room (per week) 150 add shared users. Current students may view their account detail online 24 hours a Student Activity Fee For more information, contact day through Banner Self Service. The Student College Government admin- Gallagher Koster at 617.769.6062 Charges incurred after the payment isters the student activity fee. The fee or 800.471.7069 or by email to deadline, including those as a result of provides resources from which student [email protected]. add/drop, music charges, parking and organizations can plan and implement Financial responsibility for all medical library fines, etc., are due immediately and extracurricular activities. and dental expenses rests with the student subject to late payment fees. and her family. Wellesley College does not As a part of the registration process, all Student Accident and Sickness assume financial responsibility for injuries students will be required to acknowledge Insurance Program incurred in instructional, intercollegiate, the cost of tuition and relevant fees prior Students enrolled at least ¾ time are intramural, or recreational programs. to online registration for each term. required by Massachusetts State law to The College carries an NCAA policy to enroll in the Student Accident and Sickness Payment Procedures provide limited supplemental coverage Insurance Program. The policy is a compre- Full payment and/or acceptable documen- for students injured while participating in hensive plan designed to meet the needs of tation demonstrating that your balance intercollegiate athletics under the auspices Wellesley students. All Davis Scholars are will be paid in full must be received prior of the Department of Physical Education, assessed Insurance. All students enrolled to the published deadline. Acceptable Recreation, and Athletics. in courses at Wellesley College may see a documentation includes enrollment in the physician, nurse practitioner, or nurse at General Deposit monthly payment plan, a copy of an award the Health Services office without charge; A nonrefundable general deposit of $300 letter for an outside scholarship, or a copy however, charges are incurred for certain paid by each entering student will be cred- of a billing authorization or sponsorship procedures, treatments, and laboratory ited to the student’s account. letter. Please note that loans based on the tests. The Student Accident and Sickness credit worthiness of the borrower may Tuition Refund Plan (Optional) Insurance Program covers most of these not be deducted without approval from The Tuition Refund Plan, sponsored by charges and all inpatient charges in the the lender. A copy of an approval notice, A.W.G. Dewar, Inc., is designed to protect College infirmary. Insurance coverage for including fund disbursement dates and the family from the loss of funds paid for the 2011–2012 academic year is effective amount, will be accepted as documenta- tuition, fees, room and board should the from August 15, 2011 to August 14, 2012. tion for this type of loan. student find it necessary to withdraw due Information about the insurance pro- Please include the student’s name and to medical reasons. The Plan complements gram is mailed to the students each year Wellesley College ID on all payments and the Wellesley College refund policy and and is also available on the Web at www. correspondence. Please make your check covers not only payments made by the gallagherkoster.com. payable to Wellesley College. student or parent, but also any loans and The insurance rate for 2010–2011 was You are responsible for monitoring your grants received. $1475. For the 2011-2012 rate please account balance and for keeping track of The cost of the Plan is based on the visit web.wellesley.edu/web/Dept/SFS/ payment due dates even if someone else is amount of tuition and fees or tuition, fees, StudentAccounts/insurance.psml. The fee handling the finances for you. As you may room and board. for insurance appears on the first E-bill of be the only recipient of monthly state- The 2011–2012 resident student the fall semester. ments, you need to communicate your option plan is $373 and the off-campus If you are covered by other comparable account status with anyone paying your option is $285. insurance and do not wish to participate in charges other than yourself. You must enroll in the plan before the the College plan, you may waive the cover- There are potential consequences of first day of classes for the semester. age. To do so, complete the waiver form.* which you should be aware if you do Coverage cannot be waived if the online not meet your payment responsibilities. waiver form is not submitted by August 1, Billing and Payment Monthly late fees may be assessed on any 2011. balance remaining unpaid after the pay- To waive the Student Injury and Billing ment deadline and your account could be Sickness Insurance Plan for the 2011– E-bill is Wellesley College’s official method placed for collection. Wellesley College 2012 policy year, log onto www.galla- for sending student account statements. also reserves the right to withhold services gherkoster.com. Fall Semester E-bill statements will be if you have not fulfilled your financial generated in early July. Wellesley College obligation. You could be prevented from *If an online form is not completed by the must receive payment by August 1. Spring participating in the housing process, reg- deadline, you will automatically be enrolled Semester E-bill statements will be gener- istering for classes, accepting a place in an in and billed for the student insurance plan ated in early December. Wellesley College associated leave program (i.e., Junior Year for the entire policy year. 18 Costs Abroad program), receiving transcripts, Management Systems web site at www. The toll free number is 800.722.4867 or receiving your diploma. In addition, afford.com or by phone at 800.722.4867. (if calling from outside of the United the College reserves the right to have you Please note, a teleprocessing fee is assessed. States, please use 401.849.1550) or you administratively withdrawn if a balance Online via E-bill: www.afford.com may visit their Web site at www.afford.com. continues to remain unpaid. (online check payments via TMS) Tuition Stabilization Plan Inquiries regarding late payment fees Contact TMS (www.afford.com) for This program provides a written contract may be resolved after the account has been credit card payment option. guaranteeing that the cost of tuition will settled. Late fee disputes can be reviewed Wire Transfer remain the same for each of four consecu- only if a written petition has been received. Wire transfer of funds electronically from tive years at Wellesley College, provided The petition should include the student’s a U.S. or international bank to Wellesley the student pays by June 30 of the enter- name and ID number, the term the late fee College’s bank involve bank fees which ing year an amount equal to four times was charged, and the circumstances to be are deducted from the funds wired to the first year’s tuition cost. Provisions are reviewed. Wellesley College. The net amount applied made for leaves of absence (up to two If any overdue obligation is referred to the student account will be the amount semesters), refunds, and withdrawals. This to an outside agency or attorney for col- of the wire transfer less the bank fees. program only stabilizes the cost of tuition lection efforts, and/or legal suit, the debt Please remember to reference the student’s at Wellesley College; all other charges such is increased to cover all reasonable cost name and Wellesley College identifica- as room and board will be billed at the rate of collection, including collection agency tion number. If you are an international for the applicable year, as will tuition for fees and court costs. By registering for any student and would like to make a payment any exchange program or other college at class in the College, each student accepts via wire transfer, we encourage you to use which the student enrolls. and agrees to be bound by the foregoing peer Transfer Education at wellesley.peer- Please contact Student Financial College policy as applied to any preexist- transfer.com to complete payment of your Services for enrollment information. ing or future obligation to the College. student account. Payments will be quickly Students placed on financial leave or posted to your Wellesley student account placed with an outside collection agency Refund Policy and you will be automatically notified must contact Student Financial Services via email of our receipt of your payment. To be eligible for a refund the student once their account balance has been You may then confirm payment via your must notify her class dean in writing that resolved to remove any financial condi- MyWellesley account. For security pur- she is leaving Wellesley. The effective date tions from their leave. poses, students must email the “Student of leave or withdrawal is the date the writ- Outside Scholarships or Grants Wire Account Info” conference using ten notice is received by the dean or the If a student receives a scholarship or other their Wellesley-provided email account to date the College determines that the stu- outside award not previously considered receive the information necessary to con- dent has gone on leave or withdrawn. in the determination of her financial aid duct a domestic wire transfer. Refunds are made for withdrawal or award, federal regulations require her to leave of absence prior to the ninth week Monthly Payment Plan notify Student Financial Services. These of the semester. The comprehensive fee If you plan to use your savings and/or cur- awards will not be reflected on a student’s is prorated on a calendar week basis. No rent income to cover all or part of your account or billing statement until the refund is made after the eighth week. educational expenses, the Interest-Free College has received the funds. Please Refunds are prorated among the Monthly Payment option offered through note, unless specifically stated in the spon- sources of original payment. Scholarships, Tuition Management Systems (TMS) helps sorship letter, all outside scholarships will grants, and educational loans are refunded by providing more manageable cash flow be evenly applied to the fall and spring to the grantor or lender. and greater budgeting flexibility. Instead semesters. Wellesley College maintains credit bal- of lump-sum payments, the TMS plan ances for returning students and applies Cash, Check, or Money Order allows you to pay all or part of your edu- the credit to future charges. A student By Mail (Do not mail cash): cational expenses in manageable monthly may request a refund of a credit balance Cashier’s Office installments. You may use the TMS plan by submitting a written request to Student Wellesley College to pay your balance after financial aid or in Financial Services. 106 Central Street combination with other loans. By enrolling A student who leaves Wellesley during Wellesley, MA 02481-8203 in the TMS Monthly Payment Plan, your her first semester at the College has her student account will receive a credit each In Person: charges prorated based on the number of semester representing ½ of the full amount Cashier’s Office weeks in attendance until the tenth week. of your contract. We will credit your stu- 139 Green Hall Students who complete ten weeks but do dent account in advance of your making Monday–Friday not complete the first full semester are not all of your payments to TMS. Although eligible for a refund. For security reasons, we urge students not Student Financial Services can provide An off-campus Davis Scholar or to carry large sums of cash. assistance, you are responsible for deter- Postbaccalaureate student who withdraws Wellesley College does not accept mining the contract amount. TMS is not from a course prior to the end of the add credit card payments; however, you may responsible for this decision and will make period receives a full refund. Charges are charge your semester bill on MasterCard changes only upon your request. prorated on a calendar basis thereafter or Discover by visiting the Tuition until the eighth week. 19 Costs All other students have charges refunded Monthly repayment begins a minimum as follows: of 30 days after the 2nd disbursement; Financial Aid however, repayment of the loan principal If student leaves Refund % The Wellesley College financial aid and, under certain circumstances, inter- Prior to the first day of class 100 est, may be deferred while the borrower program opens educational opportu- Before the end of the is a full-time student or experiencing eco- nities to able students of diverse back- 1st week of classes 93 nomic hardship. grounds, regardless of their financial Before the end of the resources. Admission is need-blind 2nd week of classes 87 MEFA Before the end of the This joint loan program of the Massa­ for U.S. citizens and permanent 3rd week of classes 80 chusetts Educational Financing Authority residents. Financial aid is also avail- Before the end of the and Wellesley College provides fixed or able for many international students. 4th week of classes 73 variable low interest rate loans and con- Over 50 percent of all Wellesley Before the end of the venient repayment terms. The full cost of students receive financial aid, based education minus any other financial aid 5th week of classes 67 on need, from the College. Wellesley Before the end of the the student receives or tuition stabiliza- 6th week of classes 60 tion may be borrowed and a home equity meets 100% of a student’s need as Before the end of the option is available in most states. defined through the College’s financial 7th week of classes 53 Federal Direct Unsubsidized aid policies. Before the end of the Stafford Loan Amounts of aid vary in size according to 8th week of classes 47 Under this federally guaranteed loan pro- the resources of the individual and her Please contact the appropriate department gram, a student with attendance costs not family and may equal or exceed the com- for the withdrawal/refund schedules for met by financial aid who is not eligible prehensive College fee. Although aid is off-campus, summer, or Wintersession (based on federal rules for determining granted for one year at a time, the College programs. financial need) to borrow up to fed- expects to offer aid as needed throughout eral maximums under the Federal Direct the student’s four years, as long as the High School Student Fees and Refunds Subsidized Stafford Loan Program, may student continues to have need as defined High school students taking courses at borrow the difference between her Federal by Wellesley’s policies. Applicants to the Wellesley pay the per course semester fees; Direct Subsidized Loan (if any) and the College and continuing students must file for refunds, charges are prorated on a Federal Direct Unsubsidized Stafford Loan the aid application on time to receive full calendar week basis until the eighth week. program limits. consideration for grant aid. High school students also pay the General An independent student or a dependent Determining the amount of aid begins Deposit, but are not eligible for Student student whose parent does not qualify with the examination of family financial Insurance. for a Federal Direct PLUS Loan may also resources. Using both federal and insti- borrow up to the additional federal maxi- tutional methodologies, the financial aid Financing Options mums if she has costs of attendance not staff establishes the amount the parents To finance a Wellesley education, several met by financial aid and she has already can reasonably be expected to contribute. options are available whether or not a stu- borrowed her basic Federal Direct Stafford The staff also looks at the amount that dent has been awarded financial aid, other Loan maximum. the student can contribute from her earn- scholarships, or loans. Detailed informa- Interest starts to accrue immediately, ings, assets, and benefits. Each year, the tion can be obtained from the Office of but repayment may be deferred while the Financial Aid Committee determines a Student Financial Services or by visiting student is enrolled at least halftime or is standard amount expected from the stu- http://web.wellesley.edu/web/Dept/SFS/ experiencing economic hardship. dent’s summer and vacation earnings. For EducationalFinancing First-time Federal Direct Stafford 2011–2012 the summer/vacation amounts Loan borrowers must complete an online are: $1,250 for first year students, $1,900 Federal Direct Parent Loan for entrance counseling session and e-sign a for sophomores, $1,950 for juniors and Undergraduate Students (PLUS) Master Promissory note before funds may seniors. The total contribution from the Under this federally guaranteed loan be disbursed to her student account. family is then subtracted from the stu- program, parents may borrow the cost Alternative Educational Loans dent’s cost of attendance. For the typical of education, less financial aid and other Please visit http://web.wellesley.edu/web/ dependent student residing on campus, education grants or loans, from participat- the cost of attendance is composed of the ing banks and other lenders. The applicant Dept/SFS/EducationalFinancing to view borrower benefits, preferred lenders, and College’s comprehensive fee, a standard and student must be U.S. citizens or U.S. amount for books and personal expenses, permanent residents. loan application links, or contact the Student Financial Services for assistance. and a standard amount for travel based on the student’s home state. The remainder equals the financial need of the student and is offered in aid. The financial aid is packaged in a combination of three types of aid: work, loan, and grant.

20 Financial Aid Work elsewhere cannot be in default on prior average. If a student does not meet these Generally, a portion of a student’s financial educational loans. The College will not requirements, she may have a probationary aid is met through a job on or off campus, offer any federal, state, or institutional aid semester for federal and state aid during usually as part of the Federal Work Study to students in default on prior educational which she has the opportunity to bring up Program. Students are expected to work up loans. her average. to ten hours a week. For 2011–2012, first- Ordinarily, a full-time undergraduate Grants year students and sophomores are expected student completes the requirements for The remaining portion of the student need to earn $2,100; juniors and seniors, the B.A. degree in eight semesters. The is awarded in grants by the College from $2,300. The Student Employment Office Academic Review Board will consider its own resources, from the federal govern- maintains listings of on- and off-campus special circumstances and may permit a ment through the Federal Supplemental part-time job opportunities. student to have additional time to com- Educational Opportunity Grant, Federal Financial aid students receive priority plete the degree. A student may request Pell Grant, Federal Achievement Grant, for on-campus jobs during the first two financial aid for additional semesters if the Federal SMART Grant, or from outside weeks of the semester. Students can work Academic Review Board has approved the agencies. in academic and administrative offices, extension. Students who apply for aid from museums, libraries, and in a variety of Wellesley College are required to apply Verification of Data in the off-campus nonprofit and community for state and federal grants. If the student Aid Application service agencies. Some off-campus jobs does not apply or fails to apply on time, Student Financial Services is required by are restricted to students with federal the College will not replace the amount she federal law and Wellesley College policy to work-study. would have received. In addition, whenever verify data on the financial aid application. Loans possible, students should seek grants from Students must respond within 30 days of The next portion of a student’s financial local programs, from educational foun- the request for information in order to aid is met through low-interest educational dations, and from other private sources. insure that aid will be available and stu- loans. The College packages loans in rela- Students who qualify for nongovernmental dent accounts credited in time for registra- tion to the family’s finances. Information outside scholarships usually benefit from tion and other College services. about loan levels and programs is available loan and work reductions. Town Tuition Grants online at http://web.wellesley.edu/web/ Applying for Financial Aid Wellesley College funds ten Town Dept/SFS/EducationalFinancing. The Applicants for admission who intend to Tuition Grants to residents of the town of suggested loan amount and loan program apply for financial aid must submit the Wellesley who qualify for admission and are specified in the aid offer. Higher loan required forms by the deadline published who meet the town’s residency require- amounts are packaged in certain circum- on our website. http://web.wellesley.edu/ ments. Application is made to the Board stances, such as late filing of aid applica- web/Dept/SFS/ApplyforFinAid. The site of Selectmen. Recipients may live at home tions. In addition, students studying away also supplies detailed information about or on campus, but the Town Grant is cred- from Wellesley on an approved program requirements. ited to tuition only. Grants are awarded on usually borrow an additional loan amount The College considers information the basis of financial need. to make up for the lack of work-study. from both parents regardless of their mari- First-time borrowers must complete ROTC Scholarships tal status. Students are expected to furnish an online entrance counseling session and ROTC admission criteria confl ict with information from parents in their initial e-sign a Master Promissory note before the nondiscrimination policy of Wellesley year and all remaining years. Students in funds can be disbursed. College (see inside front cover). Students, the Davis Degree Program who satisfy fed- however, may enroll in ROTC programs Repayment of Student Loans eral guidelines for self-supporting students offered at MIT through the College’s A student who has received a loan enters and are not dependent upon their parents cross-registration program. Wellesley repayment if she enrolls less than half for support are exempt from this require- students may apply for scholarship aid time, withdraws, graduates, or takes a ment. Davis Scholars who are supported from the Air Force and Army. Interested leave of absence for more than six months. by their parents file the aid application students should contact the appropriate Before she leaves the College she must with parental information. service office at Massachusetts Institute complete an online exit counseling session Application Due Dates of Technology, Cambridge, MA 02139, at http://web.wellesley.edu/web/Dept/ The due dates for applications are posted or call: Air Force, 617.253.4475; Army, SFS/EducationalFinancing/studentinfo. to the Student Financial Services Web site. 617.253.4471. psml#exit. In the loan exit counseling ses- sion, she will learn about her rights and Academic Requirements for Financial Aid for International Students responsibilities as a borrower. Financial Aid Aid is available to international students, Students with Students’ Aid Society The Academic Review Board evaluates all but its amount is limited. If an interna- Loans conduct entrance and exit inter- students’ academic records at the end of tional student enters without aid, she views with the Students’ Aid Society. each semester and aid eligibility is assesed. will not be eligible for it in future years. In order to be eligible for financial aid Students must make satisfactory prog- Although aid is limited, the College is from the College, transfer students and ress toward the degree and maintain a C able to assist a number of international Davis Scholars who have been enrolled students.

21 Financial Aid Financial Aid for Davis Scholars Susan Rappaport Knafel ’52 Traveling Students in the Elisabeth Kaiser Davis Graduate Fellowships Fellowship Degree Program are admitted on a need- Wellesley College offers a number Awarded to a member of the graduating blind basis. The cost of education will class who displays an interest in and an vary for Davis Scholars living off cam- of fellowships and scholarships for acceptance of others, and who displays the pus in accordance with the number of graduate study, research, or work ethos of a Wellesley education. The fellow- courses for which they are enrolled dur- that are open to graduating seniors ship will fund a year of purposeful travel ing first and second semesters and during and Wellesley alumnae. Two of these abroad to explore a particular interest, Wintersession. In order to be eligible for are open to women graduates of with the requirement that the recipient not aid during a semester, students must take any American institution. Awards remain in the same area for more than two at least two units. Financial aid is not months. Award: $25,000 necessarily available to meet the full costs are usually made to applicants cur- Trustee Scholarships of living off campus, but staff will work rently enrolled in or applying to Awarded on a competitive basis to gradu- with students to see if financing plans are graduate school for the following year. ating seniors who are currently applying to applicable. Preference in all cases, except for the graduate school. To be considered a can- Wellesley Students’ Aid Society Peggy Howard Fellowship, will be didate, a senior must apply for a Trustee The Wellesley Students’ Aid Society, Inc. given to applicants who have not held Scholarship or for any of the Wellesley is an organization of Wellesley College one of these awards previously. College Fellowships for Graduate Study. alumnae. In addition to providing funds The title Trustee Scholar is honorary. In for grants and long-term tuition loans, Decisions are based on merit and cases of financial need, an award of up to the organization also serves as a resource need, with the exception of the Knafel $3,000 may be given. for short-term emergency loans and other and Trustee awards, which are deter- student services. mined on merit alone. U.S. tax laws For Graduating Seniors and Assistance for Families apply. Please note that the awards are Graduates of Wellesley College Not Eligible for Aid for study at institutions other than Wellesley has special concern for middle- Wellesley College and are open to Anne Louise Barrett Fellowship and upper-income families who find it all nationalities. For more informa- For graduate study or research, prefer- difficult to finance the cost of education ably in music, with emphasis on study or through current income. The Office of tion about graduate fellowships and research in musical theory, composition, Student Financial Services is available to graduate school, visit the CWS Web or the history of music abroad or in the assist all families, including families not site www.wellesley.edu/CWS. United States. Award: Up to $18,500 qualifying for financial aid. Margaret Freeman Bowers Fellowship The College assists nonaided students For the first year of study in the fields of and parents ineligible for aid in several For Wellesley College social work, law, or public policy/public ways. Jobs on campus may be available Graduating Seniors administration, including MBA candi- to nonaided students. Student Financial dates with plans for a career in the field of Services will furnish information and Jacqueline Krieger Klein ’53 Fellowship social services. Preference will be given to advice on obtaining student and parent in Jewish Studies candidates demonstrating financial need. loans. The College offers three payment Encourages all seniors to pursue further Award: Up to $11,000 programs: a Semester Plan, a Monthly education in the field of Jewish studies. Plan, and a Prepaid Tuition Stabilization This fellowship is open to seniors graduat- Eugene L. Cox Fellowship Plan. For more information, please visit ing in any field. Award: Up to $8,000 For graduate study or research in medieval the Student Financial Services web site at or renaissance history and culture, abroad Susan Rappaport Knafel ’52 Scholarship http://web.wellesley.edu/web/Dept/SFS/ or in the U.S. Award: Up to $16,000 for Foreign Study StudentAccounts. Awarded to a member of the graduating Professor Elizabeth F. Fisher Fellowship class who displays a desire for learning and For research or further study in geology an ability to impart knowledge and judg- or geography, including urban, environ- ment to others. The scholarship will fund mental, or ecological studies. Preference a year of study in a foreign institution is given to geology and geography. Award: to pursue a specific subject that requires Up to $5,000 contact with foreign scholars, libraries, or Ruth Ingersoll Goldmark Fellowship other resources. Award: $25,000 For graduate study in English literature, English composition, or the classics. Award: Up to $6,600

22 Graduate Fellowships Horton-Hallowell Fellowship Maria Opasnov Tyler ’52 Scholarship in research assistant for an academic depart- For graduate study in any field, prefer- Russian Studies ment, in recent years it has been the ably in the last two years of candidacy for For graduate study in Russian studies. English Department. the Ph.D. degree or its equivalent, or for Award: Up to $2,000 Wellesley-Yenching Graduate Fellowship at private research of equivalent standard. Sarah Perry Wood Medical Fellowship Ginling College in Nanjing, China Award: Up to $10,000 For the study of medicine at an accredited The fellows teach English in the classroom Peggy Howard Fellowship in Economics medical school approved by the American for approximately 12 to 14 hours each Provides financial aid for graduate study Medical Association. Award: Up to week with office hours as needed. in economics. Administered by the eco- $75,000 Wellesley-Yenching Graduate Fellowship nomics faculty who may name one or Fanny Bullock Workman Fellowship at the National Palace Museum (NPM) in two recipients, depending on the income For graduate study in any field. Award: Taipei, Taiwan available. Up to $20,000 Approximately one-half of the fellow’s Edna V. Moffett Fellowship work will be with the NPM Secretariat For a young alumna, preferably in the first For Women Graduates of Any where she will write, translate, and revise year of graduate study in history. Award: American Institution English documents for various depart- Up to $15,500 ments and can expect to be regarded as the resident English expert. The other half of Alice Freeman Palmer Fellowship Mary McEwen Schimke Scholarship the fellow’s work will be with one of the For study or research abroad or in the A supplemental award to provide relief Museum’s other departments. United States. The holder must be no from household and child care expenses Application information is available more than 26 years of age at the time of while pursuing graduate study. The award in the Center for Work and Service, 106 her appointment and unmarried through- is made on the basis of scholarly expecta- Central Street, Wellesley, MA 02481 or it out the whole of her tenure. Award: Up to tion and identified need. The candidate can be found online at www.wellesley.edu/ $35,000 must be over 30 years of age, currently CWS. The deadline is February 21, 2012. engaged in graduate study in literature Kathryn Conway Preyer Fellowship and/or history. Preference is given to Formerly Thomas Jefferson Fellowship, for American Studies. Award: Up to $2,000 Instructions for Applying advanced study in history. Award: Up to $20,000 M.A. Cartland Shackford Medical Applications for the Peggy Howard Fellowship Fellowship may be obtained by contact- Vida Dutton Scudder Fellowship For the study of medicine with a view to ing the Economics Department, Wellesley For study or research in the field of social general practice, not psychiatry. Award: College, or online at www.wellesley. science, political science, or literature. Up to $11,750 edu/Economics/Beyond/peggy.html. Award: Up to $15,000 Applications and supporting materials are Harriet A. Shaw Fellowship For Wellesley College due by April 1. Applicants for the Jacqueline Krieger For study or research in music, art, or Graduates: allied subjects, abroad or in the United Klein ’53 Fellowship should send a resume States. Preference is given to music candi- Opportunities in Asia and a brief description of their program to dates; undergraduate work in history of art Professor Frances Malino, Department of required of other candidates. Award: Up to Elisabeth Luce Moore ’24 Wellesley- Religion. $15,000 Yenching Program Applications for the Knafel awards The Wellesley-Yenching Program is a last- and the Mary Elvira Stevens Traveling Mary Elvira Stevens Traveling ing example of Wellesley College’s long Fellowship may be found online at www. Fellowship tradition of interest and involvement wellesley.edu/CWS. Applications and For up to a year of travel or study outside in China, dating from 1906. In 1999, supporting material for the Mary Elvira the United States in order to benefit from Wellesley received a generous grant from Stevens Fellowship must be received by the knowledge and understanding of a the Henry Luce Foundation to honor December 1, 2011. Applications and sup- global education. Any scholarly, artistic, Elisabeth Luce Moore ’24 who was born porting material for the Knafel awards or cultural purpose may be considered. in China and was a strong supporter of must be received by February 9, 2012. Except under unusual and compelling the College’s ties to Asia. Part of this grant Applications and supporting material for circumstances, the committee in recent was used to endow the Wellesley-Yenching all other Fellowships must be submitted years has not chosen to fund formal gradu- Program and to strengthen the following online no later than January 9, 2012. ate study or Ph.D. dissertation research. three opportunities to work in Asia: Candidates must be at least 25 years of age in the year of application, 2011. Award: Wellesley-Yenching Graduate Fellowship at Up to $25,000 Chung Chi College in Hong Kong The fellow’s time may be divided between helping to organize and promote English language activities at Chung Chi College as a whole, and serving as a teaching or

23 Graduate Fellowships 24 Courses of Instruction A semester course that carries one unit of credit requires approximately eleven hours of work each week spent partly in class and partly in prepara- tion. The amount of time scheduled for classes varies with the subject from two periods each week in many courses in the humanities and social sciences to three, four, or five sched- uled periods in certain courses in foreign languages, in art and music, and in the sciences. A 0.5 unit course requires approximately 5.5 hours of work each week, including scheduled class time and preparation. A semes- ter course which carries 1.25 units of credit ordinarily includes at least 300 minutes per week of scheduled class time as well as significant work outside of class. Classes are scheduled from Monday morning through late Friday afternoon.

Legend N/O Not offered in 2011-12 [ ] Numbers in brackets designate courses listed only in earlier catalogs A Absent on leave for the 2011-12 academic year A1 Absent on leave during the first semester A2 Absent on leave during the second semester G Designates Group Research or Group Work H Designates 0.5 unit courses TBD To be determined TBA To be announced

25 Courses of Instruction ••To develop students’ ability to understand and including the short story, autobiography, literary Department of Africana communicate specialized and general knowledge criticism, poetry, drama, and essays as they have in the field of Africana Studies that includes been used as vehicles of expression for Black writ- Studies Africa and the African Diaspora in the United ers during and since the slave experience. Professor: Cudjoe (Chair), Steady States, the Caribbean, Latin America, Europe Prerequisite: None and Asia; Distribution: Language and Literature

Associate Professor: Obeng Semester: N/O Unit: 1.0 ••To provide students with a representational and Assistant Professor: Patterson wide-ranging multidisciplinary education and an AFR 202/PHIL 202 Introduction to African Wabuyele ability to apply knowledge to critical thinking Visiting Lecturer: Philosophy that is creative, persuasive, and linked to prob- Mellon Postdoctoral Fellow: Greene Menkiti (Philosophy) lem solving; Africana Studies is the critical, intellectual and Initiation into basic African philosophical con- representational expression of the history, culture ••To develop skills and abilities necessary to cepts and principles. The first part of the course and ideas of people of Africa and the African conduct high-quality library and field research; deals with a systematic interpretation of such Diaspora, past and present. Founded in 1969, it apply methodological tools and use modern questions as the Bantu African philosophical con- is an interdisciplinary and transnational program technology to discover information and to inter- cept of Muntu and related beliefs, as well as Bantu of study that includes theoretical and method- pret data; ontology, metaphysics, and ethics. The second ological approaches refective of the experience ••To attend the compulsory “Africana Colloquium: part centers on the relationship between philoso- and intellectual traditions of Black people. It also The Common Intellectual Experience” and phy and ideologies and its implications in Black includes studies of political and social movements, provide students with an understanding of the African social, political, religious, and economic such as Négritude, Garveyism, Pan-Africanism, discourses of the African Diaspora through a institutions. The approach will be comparative. the Civil Rights Movement, Decolonization, variety of disciplines; Students may register for either AFR 202 or PHIL Black Consciousness, Black Identities and Black ••To develop skills that are essential for a range of 202 and credit will be granted accordingly. Feminism. Zora Neale Hurston, Frantz Fanon, careers and leadership roles in an increasingly Prerequisite: Open to seniors, juniors, and sophomores with- Walter Rodney, C.L.R. James, W.E.B. Du Bois, global and diverse world. out prerequisite, and to first-year students who have taken Kwame Nkrumah, Patricia Hill Collins, Angela one other course in philosophy. Davis, Audre Lorde, Ama Ata Aidoo, Buchi Distribution: Religion, Ethics, and Moral Philosophy or SWA 101-102 Elementary Swahili Epistemology and Cognition Emecheta, Samir Amin and Oyeronke Oyewumi Semester: Spring Unit: 1.0 are among the writers and intellectuals studied. Wabuyele Through the disciplines of history, literature, The primary focus of Elementary Swahili is to develop listening, speaking, reading, and writ- AFR 204 “Third World” Urbanization psychology, sociology, anthropology, political Steady science, economics, religion, the cinema, and the ing skills. Aspects of Swahili/African culture will be introduced and highlighted as necessary NOT OFFERED IN 2011-12. Beginning with creative arts, students examine the African world the origins and characteristics of cities in selected and the relationship between Africana people and components towards achieving communicative competence. Each semester earns 1.0 unit of credit; “Third World” countries, the course then focuses the larger world system. Students obtain a wide on the socioeconomic structure of pre-industrial range of knowledge and analytical tools as well as however, both semesters must be completed satisfacto- rily to receive credit for either course. cities and the later impact of colonialism and intellectual grounding, coherence, and integrity corporate globalization, concluding with an Prerequisite: None of the major. Each student will be assigned a examination of contemporary issues of “Third faculty advisor, and be required to take the intro- Distribution: None Semester: Fall, Spring Unit: 1.0 World” cities, sometimes referred to as cities of the ductory course and attend a colloquium titled: Global South. “Africana Colloquium: The Common Intellectual SWA 203 Intermediate Swahili (Intensive) Prerequisite: None Experience.” Wabuyele Distribution: Social and Behavioral Analysis As an intellectual expression of Africana peoples, Intermediate Swahili builds on Elementary Semester: N/O Unit: 1.0 Africana Studies is designed to acquaint students Swahili to enhance listening, speaking, reading with a critical perspective on the Africana world and writing skills at a higher level. Aspects of AFR 206 Introduction to African American that is found primarily in Africa, the United Swahili/African culture will be expanded and History (from 1500) States, the Caribbean and South America, but highlighted as necessary components towards Patterson also among peoples of African descent in Asia increasing communicative competence. NOT OFFERED IN 2011-12. An introductory survey of the political, social, economic, and and Europe. Grounded in the history, culture and Prerequisite: 101-102 philosophy of Africana peoples, Africana Studies Distribution: Language and Literature cultural development of African Americans from promotes knowledge of the contributions of Semester: Spring Unit: 1.25 their African origins to the present. This course Africana people to the world, develops a critical examines the foundations of the discipline of perspective to examine the Africana experience, AFR 105 Introduction to the Black Experience African American history, slavery, Africans in and cultivates a respect for the multiracial and Patterson colonial America, migration, Reconstruction, and multicultural character of our common world NOT OFFERED IN 2011-12. This course serves Harlem Renaissance artistry and scholarship. humanity. Although Africana Studies emphasizes as the introductory offering in Africana Studies. Prerequisite: None an interdisciplinary and multicultural approach to It explores, in an interdisciplinary fashion, salient Distribution: Historical Studies scholarship and learning, it also seeks to ground aspects of the Black experience, both ancient and Semester: N/O Unit: 1.0 its students in a specific discipline and an under- modern, at home and abroad. This course pro- AFR 207 Images of Africana People Through standing of the breadth of the Africana experience. vides an overview of many related themes, includ- the Cinema As a result, the Africana Studies Department ing slavery, Africanisms, gender, colonialism, civil expects its students to develop a critical and rights, and pan-African exchange. Obeng NOT OFFERED IN 2011-12. An investiga- analytic apparatus to examine knowledge, seeks Prerequisite: None to contribute to a student’s self-awareness, and Distribution: Historical Studies or Social and Behavioral tion of the social, political, and cultural aspects attempts to broaden her perspective in ways that Analysis of development of Africana people through the allow her to understand the world in its diversity Semester: N/O Unit: 1.0 viewing and analysis of films from Africa, Afro- and complexity. America, Brazil, and the Caribbean. The class AFR 201 The African American Literary covers pre-colonial, colonial, and post-colonial Goals for the Major Tradition experiences and responses of Africana people. ••To ensure an understanding of the concepts, Cudjoe Films shown will include Sugar Cane Alley, Zan theories, knowledge, research methodologies NOT OFFERED IN 2011-12. A survey of the Boko, and Sankofa. and skills in Africana Studies from a multidisci- Afro-American experience as depicted in literature Prerequisite: None plinary perspective, through a series of required, from the eighteenth century through the pres- Distribution: Arts, Music, Theatre, Film, Video core, elective and experiential courses and a ent. Study of various forms of literary expression Semester: N/O Unit: 1.0 mandatory colloquium;

26 Africana Studies AFR 208 Women in the Civil Rights Movement AFR 225 Introduction to Black Psychology AFR 235 Societies and Cultures of Africa Patterson NOT OFFERED IN 2011-12. Issues and Steady NOT OFFERED IN 2011-12. A social and perspectives in the study of the psychological The objective of this course is to provide students historical examination of the role of women in development of Black people in America, past with an introduction to the richness, diversity, and the Civil Rights Movement in the United States. and present. Special consideration is given to complexity of African societies and cultures while Particular attention will be paid to the interplay such issues as the Afrocentric and Eurocentric appreciating their unifying features. Topics to be between historical and social factors. Women’s ethos, the nature of Black personality as affected discussed include forms of social organization, impact on the Civil Rights Movement and the by slavery and racism, psychological assessment, the importance of kinship and marriage systems, effects of the Movement on the women involved, treatment and counseling techniques, and the the centrality of religion, the position of women, are the foci of this course. relationships between psychological research and urbanization and problems of development, Prerequisite: None social policy in American research. democratization, and political transformation, Distribution: Historical Studies or Social and Behavioral political instability, and armed conficts. In order Prerequisite: None Analysis to understand a people’s view of themselves and Semester: N/O Unit: 1.0 Distribution: Social and Behavioral Analysis Semester: N/O Unit: 1.0 of their relationship to the outside world, an in-depth case study will be made of one ethnic AFR 211 Introduction to African Literature AFR 226 Environmental Justice, “Race,” and group—the Yoruba of southwestern Nigeria. Cudjoe Sustainable Development Prerequisite: None The development of African literature in English Steady Distribution: Social and Behavioral Analysis and in translation. Although special attention An investigation of the extent to which the causes Semester: Spring Unit: 1.0 will be paid to the novels of Chinua Achebe, and consequences of environmental degrada- writers such as Ngugi wa Thiong’o, Camara Laye, tion are infuenced by social inequality and the AFR 239 Islam in Black America: From Slavery Wole Soynika, Miriama Ba, Nawal El Saadawi devaluation of indigenous peoples. The course will to the Present and Buchi Emecheta will also be considered. The examine how the poor, indigenous peoples and Patterson infuence of oral tradition on these writers’ styles people of color are subjected to environmental NOT OFFERED IN 2011-12. This course com- as well as the thematic links between them and hazards. Topics include the link between negative mences with a detailed exploration of Islamic writers of the Black awakening in America and the environmental trends and social inequality; the worship practices transferred and retained during West Indies will be discussed. social ecology of slums, ghettos and shanty towns; slavery. The course continues by chronicling the Prerequisite: None the disproportionate exposure of some groups historical and sociopolitical implications of nine- Distribution: Language and Literature teenth- and twentieth-century Islamic practice as Semester: Spring Unit: 1.0 to pollutants, toxic chemicals, and carcinogens; dumping of hazardous waste in Africa and other it relates to African American communities. Prerequisite: None AFR 212 Black Women Writers Third World countries; and industrial threats to the ecology of small island states in the Caribbean. Distribution: Historical Studies Cudjoe Semester: N/O Unit: 1.0 The Black woman writer’s efforts to shape images The course will evaluate Agenda 21, the interna- tional program of action from the Earth Summit of herself as Black, as women, and as an artist. AFR 242 New World Afro-Atlantic Religions designed to halt environmental degradation and The problem of literary authority for the Black Obeng promote sustainable development. woman writer, criteria for a Black woman’s literary With readings, documentary films, discussions, tradition, and the relation of Black feminism or Prerequisite: None and lectures, this course will examine the complex “womanism” to the articulation of a distinctively Distribution: Social and Behavioral Analysis Semester: Fall Unit: 1.0 spiritual beliefs and expressions of peoples of Black and female literary aesthetic African descent in Brazil, Cuba, Haiti, Jamaica, Prerequisite: None AFR 229 Rap Music and the African American and North America. The course surveys African Distribution: Language and Literature diasporic religions such as Candomble, Santeria, Semester: Fall Unit: 1.0 Poetical Tradition Cudjoe Voodoo, Shango, and African American religions. Attention will be paid to how diasporic Africans AFR 217 The Black Family NOT OFFERED IN 2011-12. This course exam- ines the African American poetical tradition from practice religion for self-definition, community NOT OFFERED IN 2011-12. This course is its roots in African oral literature to its contem- building, sociocultural critique, and for reshap- an overview of the African American family in poraneous manifestation in rapping, a showcase ing the religious and cultural landscapes of the economic, sociological, psychological, economic, for African American braggadocio, and the art of Americas. anthropological, and historical perspective. It verbal dexterity and storytelling. The connection Prerequisite: None is an examination of the complex interplay of of this literary tradition with American cultural Distribution: Religion, Ethics, and Moral Philosophy Semester: Fall Unit: 1.0 self-definitions, societal, and community defini- values will also be explored. The course will tions among African American women, men, and examine the works of Phyllis Wheatley, Langston AFR 243 The Black Church children within the context of their families. The Hughes, James Weldon Johnson, Melvin Tolson, Obeng course is also an exploration of changing gender Gwendolyn Brooks, Robert Hayden, Derek NOT OFFERED IN 2011-12. This course roles among African American women and men. Walcott, Gill Scott-Heron, the Last Poets, Nikki examines the development of The Black Church Prerequisite: None Giovanni, Public Enemy, Run-D.M.C., Tupac, and the complexities of black religious life in the Distribution: Social and Behavioral Analysis and other artists. Semester: N/O Unit: 1.0 United States of America. Using an interdisciplin- Prerequisite: None ary approach, this course explores the religious Distribution: Arts, Music, Theatre, Film, Video AFR 222 Blacks and Women in American Semester: N/O Unit: 1.0 life of African Americans from twin perspectives; Cinema 1) historical, theological dimensions, and 2) the Obeng AFR 234 Introduction to West Indian cultural expression, particularly music and art. A study of the creation of images and their power Literature Special emphasis will be placed on gospel music, to infuence the reality of race and gender in the Cudjoe Womanist and Black Liberation theologies as American experience. Viewing and analysis of NOT OFFERED IN 2011-12. A survey of forms of political action and responses to interpre- American cinema as an artistic genre and as a contemporary prose and poetry from the English- tations of race in the context of American religious vehicle through which cultural and social history speaking West Indies. Special attention is paid pluralism. are depicted. to the development of this literary tradition in a Prerequisite: None Prerequisite: None historical-cultural context and in light of recent Distribution: Religion, Ethics, and Moral Philosophy or Arts, Music, Theatre, Film, Video Distribution: Arts, Music, Theatre, Film, Video literary theories offer. Authors to include V.S. Semester: Fall Unit: 1.0 Semester: N/O Unit: 1.0 Naipaul, Derek Walcott, Wilson Harris, Jean Rhys, and others. Prerequisite: None Distribution: Language and Literature Semester: N/O Unit: 1.0

27 Africana Studies AFR 251 Religion in Africa AFR 280 Wintersession in Ghana de facto apartheid, the Truth and Reconciliation Obeng Obeng, Cudjoe Commission, increasing poverty among the An examination of African experience and NOT OFFERED IN 2011-12. This course African population, the HIV/AIDS epidemic, the expression of religion, the course surveys African is an introduction to Ghanaian history and impact of globalization, and South Africa’s place religions among the Akan of Ghana, Yoruba of society, with two foci: spirituality (Christianity in Africa and the world at large. Nigeria, Nuer of the Sudan, the Zulu of South Santonofa, and Islam etc.) and women. Based at Prerequisite: A 200-level course of relevance to Africana Africa, and the Bemazava-Sakalava of Madagascar. the University of Ghana in Legon, students will Studies or permission of the instructor. Distribution: Social and Behavioral Analysis The course will focus on how gender, age, status, attend lectures by university professors, will visit Semester: N/O Unit: 1.0 and cultural competence infuence Africans’ use historic sites around Accra, and will travel to the of architecture, ritual, myth, dance, and music coast (Cape Coast and Elmina) and inland (to AFR 302 Caribbean Intellectual Thought in the to communicate, elaborate on the cosmos, and Kumasi and parts of the historic Ashanti region) Twentieth Century organize their lives. Special attention will be paid to visit other historic sites as well as to study vil- Cudjoe to the resiliency of African deities and indigenous lage and rural life. Not ofered every year. Subject to During the twentieth century the Anglophone cultural media during their encounter with Dean’s office approval. Caribbean produced a rich body of ideas that Christianity and Islam. Prerequisite: By permission of the department. Application had an enormous impact upon the colonial and Prerequisite: None required. post-colonial worlds. These ideas cover fields Distribution: Epistemology and Cognition Distribution: Religion, Ethics, and Moral Philosophy such as history, politics, economics and culture. Semester: Spring Unit: 1.0 Semester: N/O Unit: 0.5 This course traces the development of these AFR 252 Francophone Africa AFR 297 Medical Anthropology: A ideas, examines their applicability to the specific circumstances in the Caribbean and analyzes how Patterson Comparative Study of Healing Systems they resonated in the larger world of ideas. We NOT OFFERED IN 2011-12. This course Steady will look at the works of writers and thinkers that studies the history of Francophone Africa in the This course examines alternative healing systems could include: A.R.F. Webber, Marcus Garvey, eighteenth through twentieth centuries, focus- that attempt to treat the whole person as a physi- Arthur Lewis, Eric Williams, C.L.R James, Amy ing on cultural and political transformations. cal, social, and spiritual being and to promote Ashwood Garvey, Jamaica Kinkaid, Patricia “Francophone Africa” is far from a monolithic community participation and healing. It offers Mohammed, Erna Brodber, Cheddi Jagan, Walter place. It covers peoples and cultures from the new perspectives on the biomedical model as Rodney, Maurice Bishop, and Michael Manley. Mediterranean Sea to the Congo basin, from the it examines the sociocultural context of the Atlantic to the Red Sea. It also had two colonial causes, diagnosis, prevention, and cure of disease. Prerequisite: One 200-level course of relevance to Africana Examples of healing systems will be taken from Studies or permission of the instructor. powers, France and Belgium, whose theories and Distribution: Historical Studies practices would impact all aspects of life dur- Third World countries, particularly in Africa, Semester: Fall Unit: 1.0 ing and after the imperial period. Themes may the Caribbean, and Latin America, and from include slavery, Christianity, Islam, négritude, the industrialized societies, particularly from African AFR 306 Urban Development and the Rwandan genocide, and “Eurafrican” exchange. American and indigenous communities in the Underclass: Comparative Case Studies Prerequisite: None United States. Examination will be made of heal- Steady Distribution: Historical Studies ing systems that include divination, herbal medi- NOT OFFERED IN 2011-12. Throughout the Semester: N/O Unit: 1.0 cine, folk medicine, and faith healing. African Diaspora, economic change has resulted in Prerequisite: None the migration of large numbers of people to urban AFR 265 African American Autobiographies Distribution: Social and Behavioral Analysis centers. This course explores the causes and conse- Semester: Spring Unit: 1.0 Cudjoe quences of urban growth and development, with NOT OFFERED IN 2011-12. This course traces special focus on the most disadvantaged cities. The the life stories of prominent African Americans, AFR 300 Heritage and Culture in Jamaica: A Wintersession Experience course will draw on examples from the United which, in their telling, have led to dramatic States, the Caribbean, South America, and Africa. changes in the lives of African American people. Steady NOT OFFERED IN 2011-12. Jamaica is a Prerequisite: One 200-level course of relevance to Africana Some were slaves; some were investigative journal- Studies or permission of the instructor. ists; some were novelists; and one is the president country that provides a unique opportunity Distribution: Social and Behavioral Analysis of the United States. We will examine the complex for the study of multiculturalism in action. Its Semester: N/O Unit: 1.0 relationship between the community and the national motto is “Out of many, one people.” The individual; the personal and the political and how study abroad Wintersession course in Jamaica will AFR 310 Seminar. Reading DuBois these elements interact to form a unique African explore the history, culture, and political economy Cudjoe American person. The course also draws on related of the country and promote an understanding This seminar examines various works of W.E.B. video presentations to dramatize these life stories. of the Caribbean as a whole through seminars, DuBois within their historical, social, and cultural Authors include Linda Brent, Frederick Douglass, participatory field research, and internships. The contexts. Although this course will pay special Ida B. Wells, Richard Wright, Maya Angelou, program will give students an opportunity for attention to DuBois’s literary endeavors, it will Malcolm X and Barack Obama. total immersion in the Jamaican environment and also examine his concept of race and color and his Prerequisite: None allow them to participate in several community- approaches to colonialism, civil rights and politics. Distribution: Language and Literature based projects that will add experiential value to This seminar will examine theThe Souls of Black Semester: N/O Unit: 1.0 their classroom-based education. Not ofered every Folk, Darkwater, John Brown, the Autobiography year. Subject to approval of the Dean’s Office. of W.E.B. DuBois, The Suppression of the African AFR 266 Black Drama Prerequisite: By permission of the department. Application Slave Trade as well as some of his poems and other Cudjoe required. fiction. NOT OFFERED IN 2011-12. This course will Distribution: Social and Behavioral Analysis Semester: N/O Unit: 0.5 Prerequisite: One 200 level course of relevance to Africana examine twentieth-century Black drama, with a Studies or permission of instructor. special emphasis on the period of its efflorescence Distribution: Language and Literature during the Black Arts Movement of the 1960s AFR 301 Seminar. South Africa Semester: Spring Unit: 1.0 and 1970s. We will also explore the Black theatre Steady as a medium of aesthetic expression and com- NOT OFFERED IN 2011-12. An examina- AFR 318 Seminar. African Women, Social munal ritual as well as an instrument of political tion of the degree of success or failure in social Transformation, and Empowerment consciousness and social change. Playwrights will transformation from a racist, centralized, and Steady include Douglass Turner Ward, Alice Childress, oppressive apartheid system to a nonracial, A comparative analysis of the role of women in Ossie Davis, Lorraine Hansberry, James Baldwin, democratic and participatory system that seeks development with emphasis on the struggle within Ed Bullins, Adrienne Kennedy, LeRoi Jones to promote social and economic justice for all its struggle—the movement to achieve political and (Amiri Baraka), Ntozake Shange, and others. citizens. Topics include the structural challenges economic progress for Africa and its people and to social transformation, socioeconomic develop- Prerequisite: None the struggle within that movement to address Distribution: Arts, Music, Theatre, Film, Video ment and resource distribution, the persistence of Semester: N/O Unit: 1.0 28 Africana Studies problems and issues that directly affect women. AFR 350H Research or Individual Study two should be chosen from a specific discipline. We will explore women’s participation in social The following courses are appropriate for the Prerequisite: Open by permission. and political movements and ways to improve the Distribution: None Africa concentration: status of women. Semester: Fall, Spring Unit: 0.5 History: AFR 105, 340, HIST 265 Prerequisite: One 200-level course of relevance to Africana Social Sciences: AFR 204, 235, [236/POL2], Studies or permission of the instructor. AFR 360 Senior Thesis Research Distribution: Social and Behavioral Analysis [203], 280, 297, 301, 306, 318, 341 Semester: Fall Unit: 1.0 Prerequisite: By permission of the department. See Academic Distinctions. Humanities: SWA 101-102, AFR 202/PHIL 202, Distribution: None 207, 211, 222, 251, [241], [316], FREN [218], AFR 320/AMST 320 Seminar. Blackness in the Semester: Fall, Spring Unit: 1.0 330, MUS 209 American Literary Imagination The Caribbean: This program of study also pro- Cudjoe AFR 370 Senior Thesis vides students with an interdisciplinary knowledge NOT OFFERED IN 2011-12. An examination Prerequisite: 360 and permission of department. of how blackness has been represented in the of a particular geographic area: the Caribbean—its Distribution: None history, peoples, culture, and significance in the American and Caribbean imagination and how it Semester: Fall, Spring Unit: 1.0 shaped some of the seminal texts in American and world system. As with the other concentrations, students focusing on the Caribbean are expected Caribbean literature. Implicitly, the course will Courses for Credit Toward also examine the obverse of the question posed by also to acquire some breadth of knowledge about Toni Morrison: “What parts do the invention and the Major the Africana world; thus, two courses focused on other areas are required. Of the five courses on development of whiteness play in the construc- The following courses are offered as related work tion of what is loosely described as ‘American’ the Caribbean, one must be a humanities course; by other departments where they are described. one must be a social science; one must be a his- literature?” Students may register for either AFR 320 Courses from this list may be counted toward the or AMST 320 and credit will be granted accordingly. tory course; and two must be chosen from one major, provided that a minimum of six courses are discipline. (See the African track for the specific Prerequisite: Permission of instructor. elected from the Africana Studies departmental disciplines considered “humanities” and “social Distribution: Language and Literature offerings. Semester: N/O Unit: 1.0 sciences.”) The following courses are appropriate for the Caribbean concentration: AMST 152 Race, Ethnicity, and Politics in AFR 340 Seminar. Topics in African American America History: AFR 340 History Social Sciences: AFR 105, [299], 300, 306 Patterson AMST 315 Beats, Rhymes, and Life: Hip-Hop NOT OFFERED IN 2011-12. This course Studies Humanities: AFR 207, 234, 310, FREN [218], examines the major nineteenth- and twentieth- ARTH 316 Topics in African/African American 330, SPAN 269 century local and global health developments Art The United States: As with the other concentra- that have impacted the public and private lives tions, students who choose the United States HIST 264 The History of Pre-colonial Africa of people of African descent. The course includes should approach their study of African America an assessment of how pharmacists, nurses, and HIST 365 Seminar. Research in African History through many disciplines. The concentration physicians navigate their respective medical fields MUS 209 A History of Jazz requires five courses focusing on the United States: in the African-Atlantic world, with emphasis on one in history, one in the humanities, one in social the United States, Senegal, and Cuba. This course SOC 251 Sociology of Race science, and two in the discipline in which the considers how traditional and modern medical WGST 305 Seminar. Representations of Women, student chooses to concentrate. (See the Africa philosophies converge and diverge in urban plan- Natives, and Others concentration for the specific disciplines consid- ning, disease management, and public health ered “humanities” and “social sciences.”) To ensure policy. It further considers how individuals and students’ breadth of knowledge of the Africana communities respond to these policies. Requirements for the Major world, however, this track also requires two cours- Prerequisite: One 200-level course of relevance to Africana A major in Africana Studies requires nine units. es focused on one or more geographic areas other Studies or permission of instructor. A student can choose one of three possible con- than the United States. The following courses are Distribution: Historical Studies or Social and Behavioral centrations, Africa, the Caribbean, and the United appropriate for the United States concentration: Analysis Semester: N/O Unit: 1.0 States, each of which encompasses an interdisci- History: AFR 105, 206, 208, [214], 239, 340 plinary approach while allowing a student to focus Social Sciences: AFR [214], 217, [219], 225, 306, on a particular area of study and gain expertise in AFR 341 Seminar. Topics in Africana Social POL1 337 Science a discipline. Humanities: AFR 201, 212, 222, ARTH [322], By the end of the junior year, each major must Obeng MUS 209, 300 Topic for 2011-12: Neglected Africans of the take AFR 105, which introduces her to the Diaspora. This course explores the nature and content and methodology of Africana Studies. For all concentrations, students are encouraged to composition of the African Diaspora and its She must also attend the “Africana Studies gain firsthand experiential insights in the Africana changing meanings. We will examine the socio- Colloquium: The Common Experience” that is world. Students in the Africa and Caribbean cultural connections among diasporic Africans offered each semester. Of the nine units required concentrations are encouraged to consider the such as the forced migrations of enslaved Africans for an Africana Studies major, at least two must Wintersession courses in Ghana and Jamaica. and voluntary emigration of Africans out of be at the 300 level. Ordinarily, not more than two Those in the Africa or the Caribbean concentra- continental Africa. The seminar also explores the units may be taken outside the department. tions are also strongly encouraged to consider study-abroad programs in these geographic areas. historical, religious, and cultural factors that foster Africa: This program of study is designed to pro- Those focusing on the United States should con- distinctive diasporic African identities and how vide students with an interdisciplinary and inte- sider spending a semester or year at a historically these people constitute and contribute to global grated understanding of the peoples of the African Black college or in a relevant U.S. internship. citizenry. continent, from its ancient foundation through its Credit toward the major may be given for such Prerequisite: One 200-level course of relevance to Africana current geopolitical situation. However, to ensure experiences when appropriate. Studies or permission of instructor. students’ breadth of knowledge of the Africana Distribution: Social and Behavioral Analysis world, two courses that focus on a geographic area Semester: Spring Unit: 1.0 other than Africa are required. Six courses that Requirements for the Minor focus on Africa are the foundation of this concen- AFR 350 Research or Individual Study A minor in Africana Studies will consist of five tration: one course must be in history; one must units, including one 300-level course. A student Prerequisite: Open by permission to juniors and seniors. be in a social science (economics, political science, Distribution: None who minors in Africana Studies is required to take sociology, anthropology, or psychology); one must Semester: Fall, Spring Unit: 1.0 AFR 105 and must attend the “Africana Studies be chosen from the humanities (literature, lan- Colloquium: The Common Experience” that is guage, art, music, philosophy, and religion); and offered each semester. Minors are strongly encour-

29 Africana Studies aged to take courses in at least two geographic us about ourselves and our society, as its impact areas (e.g., the United States and the Caribbean) American Studies extends to the business world, to community and in two or more disciplines. Minors are also building and child socialization, to race, gender, encouraged to attend departmentally sponsored AN INTERDEPARTMENTAL MAJOR and sexual politics. This course introduces the extracurricular lectures, especially those (required Director: Lee (English) academic study of sport, touching on a wide range of majors) that focus on methodology. of topics primarily through a sociological lens. Assistant Professor: Fisher A, Jefries Students are encouraged to think critically about Honors Advisory Board: Cain (English), Creef (Women’s their own experiences and to follow current events and Gender Studies), Imber (Sociology), Kodera and pop cultural debates about sports, in order to The only route to honors in the major is writing (Religion), Lee (English), Reverby (Women’s and apply methods and theory from the readings to a thesis and passing an oral examination. To be Gender Studies), Shetley (English) their everyday sports lives. admitted to the thesis program, a student must American Studies is the academic area of inquiry Prerequisite: None have a grade point average of at least 3.5 in all that seeks an integrated and interdisciplinary Distribution: Social and Behavioral Analysis work in the major field above the 100 level. The understanding of American culture. Rooted in the Semester: N/O Unit: 1.0 department may petition on her behalf if her GPA traditional disciplines of literature and history, the in the major is between 3.3 and 3.5. See Academic field has evolved from its establishment in the first AMST 151 The Asian American Experience Distinctions. half of the twentieth century to include artifacts, Kodera (Religion) methodologies, and practitioners drawn from a An interdisciplinary introduction to the study of wide variety of disciplines within the humanities, Asian Americans, the fastest-growing ethnic group including Political Science, Sociology, Religion, in North America. Critical examination of dif- Anthropology, Music, Art History, Film Studies, ferent stages of their experience from the “coolie Architecture, Women’s And Gender Studies, and labor” and “yellow peril” to the “model minority” other fields of inquiry. and struggles for identity; roots of Asian stereo- types; myth and reality of Asian women; prejudice Goals for the Major against, among, and by Asians; and Asian contri- ••To expose students to exemplary models of inter- butions to a more pluralistic, tolerant, and just disciplinary learning and critical inquiry in the American society. Readings, films, lectures, and arts, humanities, and social sciences. discussions. ••To provide a broad understanding of American Prerequisite: None culture and society and their complex Distribution: Historical Studies or Religion, Ethics, and inter-relationships. Moral Philosophy Semester: Spring Unit: 1.0 ••To delineate the infuence and impact of America beyond its borders and the trans- AMST 152 Race, Ethnicity, and Politics in national, racial, ethnic, and religious interactions America that, in turn, define its own identity. Jefries ••To introduce students to the many innovations The politics of race and ethnicity in America are within disciplines that attend to changes in constantly shifting, due to demographic, politi- historical understanding, literary and artistic cal, and economic transformations. However, sensibilities, and social life. fundamental questions about the nature of racial and ethnic divisions in America help frame the ••To enable students to make connections among investigation of race and ethnicity across his- disciplines in sharp and critical ways. torical contexts. Some of the questions that will ••To offer students the opportunity to become guide our discussions are: Are racial and ethnic critical thinkers, cogent writers, and skill- hierarchies built into American political life? Are ful researchers on a broad range of topics in episodes and regimes of racial injustice the result American life through their course work, indi- of economic structure or a shameful absence of vidual study, and honors work. political will? How do gender and class infuence our understandings of racial and ethnic categoriza- AMST 101 Introduction to American Studies tion and inequality? To what extent is racial and Jefries ethnic identification a matter of personal choice? An interdisciplinary examination of some of the Prerequisite: None varieties of American experience, aimed at devel- Distribution: Social and Behavioral Analysis oping a functional vocabulary for further work in Semester: Spring Unit: 1.0 American Studies or related fields. After a brief, intense review of American history, the course will AMST 212 Korean American Literature and direct its focus towards important moments in Culture that history, investigating each of them in relation Widmer (East Asian Languages and Literatures) to selected cultural, historical, artistic, and politi- NOT OFFERED IN 2011-12. This course intro- cal events, figures, institutions, and texts. duces a group of fictional and dramatic writings by Korean-American writers. These are our main Prerequisite: This course is required of American Studies majors and should be completed before the end of the junior focus, but most class assignments will also include year. an article on some aspect of Korean-American Distribution: Historical Studies experience. Videos will constitute another facet Semester: Fall Unit: 1.0 of the course. Not all videos are directly about Korean-Americans; if not they represent the work AMST 120 Sport and Society of Korean-American producers, authors, and art- NOT OFFERED IN 2011-12. Commonplace ists. Together, the three streams—literary writing, understandings of sport tend to assign either an descriptive writing, and videos—aim to concoct a entertainment or recreational value to participa- picture of the Korean-American experience since tion and attention paid to such activities. A the beginning of the twentieth century, but with closer look at competitive athletics reveals that primary emphasis on the past two decades. its meaning and significance stretches far beyond Prerequisite: None entertainment and recreation. Sport studies tell Distribution: Language and Literature Semester: N/O Unit: 1.0

30 American Studies AMST 240/ENG 266 The Rise of an American AMST 315 Beats, Rhymes, and Life: Hip-Hop AMST 340/ARTH 340 Seminar. Disneyland Empire: Wealth and Conflict in the Gilded Age Studies and American Culture NOT OFFERED IN 2011-12. An interdisciplin- Jefries Bedell (Art) ary exploration of the so-called Gilded Age and This course offers an intensive exploration of “hip- One of the most visited tourist attractions in the the Progressive era in the United States between hop” studies where students learn about the his- world, subject of thousands of books and articles, the Civil War and World War I, emphasizing tory of hip-hop as a social movement and art form adored by millions, yet reviled by many intellectu- both the conficts and achievements of the period. comprised of the following four elements: DJing, als, Disneyland has occupied a prominent place Topics will include Reconstruction and African MCing, break dancing, and graffiti art. Once a in American culture since it opened in 1955. This American experience in the South; technologi- common understanding of hip-hop’s genesis and seminar will examine Disneyland as an expression cal development and industrial expansion; the history is established, attention is turned to how of middle-class American values, as a locus of exploitation of the West and resistance by hip-hop is studied in the academy. This section of corporatism and consumerism, as a postmodern Native Americans and Latinos; feminism, “New the course features a wide range of interdisciplin- venue, as a utopia, and as an infuence upon archi- Women,” and divorce; tycoons, workers, and the ary studies of hip-hop music and culture in order tecture and urban design. In a broader sense, we rich-poor divide; immigration from Europe, Asia, to demonstrate the different methodological and will use Disney to explore the ideals, the desires, and new American overseas possessions; as well theoretical frames used in hip-hop scholarship. In and the anxieties that have shaped post-World as a vibrant period of American art, architecture, the final section of the course, we focus on hip- War II American culture. Students may register for literature, music, and material culture, to be hop-related debates and discussions in popular either AMST 340 or ARTH 340 and credit will be studied by means of the rich cultural resources culture, such as black authenticity, non-black granted accordingly. of the Boston area. Students may register for either consumption of hip-hop, concerns about the new Prerequisite: Permission of the instructor required. AMST 240 or ENG 266 and credit will be granted black “hyperghetto,” prison, and the representa- Enrollment is limited and preference is given to Art and accordingly. tion of sexism and gender scripts within hip-hop American Studies majors. Not open to students who have culture. taken this course as a topic of AMST 317. Prerequisite: None Distribution: Arts, Music, Theatre, Film, Video or Historical Distribution: Historical Studies or Language and Literature Prerequisite: Permission of the instructor. Preference given to Studies Semester: N/O Unit: 1.0 American Studies majors and juniors and seniors. Semester: Spring Unit: 1.0 Distribution: Social and Behavioral Analysis Semester: Spring Unit: 1.0 AMST 249/SOC 249 Celebrity, Fame, and AMST 344/SOC 344 Greed in America Fortune AMST 317 Seminar. Advanced Topics in Cushman NOT OFFERED IN 2011-12. NOT OFFERED IN 2011-12. A critical exami- American Studies A sociologically grounded examination of acquisitiveness in nation of the concept of status in sociological and Jefries American society, examining the history of social social-scientific thinking. Focus on the historical Topic for 2011-12: The Real Barack Obama. thought on the “sin” of avarice and the “virtues” rise of fame and its transformation into celebrity This course examines Barack Obama, first, as of thrift and self-control, as a backdrop for under- in the modern era. The relationship of status and a viable public intellectual who intervenes on standing the ongoing tension between morality violence. The meaning of sudden changes in good discussions of race, religion, and other hot-button and acquisition of material wealth in the United and bad fortune as attributes of status, including topics, and second, as a cultural phenomenon and States from its earliest history to the present. contemporary examples such as lottery winners, symbol of significant social import. Students will Focus on the moral critique of greed; the represen- disgraced politicians, and media-driven attention critically engage Obama’s writings and speaking, tation of greed in popular culture; and the cultural to the powerful and pathetic. Fame and celebrity including his biography, sense of identity, and contradictions of American capitalist society in among women and minorities. The psychopa- political philosophy. We will move to the events which the profit motive competes with values and thologies of leadership and conformity in political, of his presidential campaign to understand his norms of restraint and temperance. Students will religious, and educational institutions. Students electoral victory, examining the representation read classical and contemporary theoretical social may register for either AMST 249 or SOC 249 and of Obama during and after the election. Instead science texts from Adam Smith, Karl Marx, Max credit will be granted accordingly. of only situating President Obama in American Weber, Thorstein Veblen, R.H. Tawney—and Prerequisite: One 100-level unit or permission of instructor. history, or giving his supporters a platform to cel- apply the insights to the interpretation of acquisi- Distribution: Social and Behavioral Analysis ebrate his ascendance, this class will ask students tiveness in American life. Students may register for Semester: N/O Unit: 1.0 to unpack that ascendancy over the past two years either AMST 344 or SOC 344 and credit will be and to engage the broader discourses that make granted accordingly. AMST 286/ENG 286 New Literatures him a political and cultural lightning rod. San Filippo (Cinema and Media Studies) Prerequisite: Open to juniors and seniors only. Permission of Topic for 2011-12: Twentieth- and Twenty- Prerequisite: Permission of the instructor. Enrollment is lim- the instructor required. Enrollment is limited and preference ited and preference is given to American Studies majors. is given to American Studies and Sociology majors. first-Century American Gay and Lesbian Distribution: Historical Studies or Social and Behavioral Literature. Distribution: Historical Studies or Social and Behavioral This course examines significant gay Analysis Analysis and lesbian literature by American writers of the Semester: Fall Unit: 1.0 Semester: N/O Unit: 1.0 last century, incorporating autobiography, drama, poetry, and fiction across a range of aesthetic styles AMST 320/AFR 320 Seminar. Blackness in the AMST 348/SOC 348 Conservatism in America and narrative modes. We consider how same-sex American Literary Imagination Imber (Sociology) desire and queer consciousness inform the author- Cudjoe(Africana Studies) An examination of conservative movements and ing of literary work, queer literature’s role in the NOT OFFERED IN 2011-12. An examination ideas in terms of class, gender, and race. Historical production of sexual identities and communities, of how blackness has been represented in the survey and social analysis of such major conserva- and how American culture and politics have American and Caribbean imagination and how it tive movements and ideas as paleoconservatism, infuenced and been infuenced by queer writers shaped some of the seminal texts in American and neoconservatism, and compassionate conser- and writing. An important goal of the course is to Caribbean literature. Implicitly, the course will vatism. The emergence of conservative stances introduce concepts of queer theory, and discuss also examine the obverse of the question posed by among women, minorities, and media figures. queer studies’ contributions to literary history and Toni Morrison: “What parts do the invention and The conservative critique of American life and its criticism. By exploring key works of literature and development of whiteness play in the construc- shaping of contemporary national discourse on scholarship, we gain an understanding of how tion of what is loosely described as ‘American’ morality, politics, and culture. Students may register queer American artistic and intellectual practices literature?” Students may register for either AFR 320 for either AMST 348 or SOC 348 and credit will be have shaped understandings of sexual subjectivities or AMST 320 and credit will be granted accordingly. granted accordingly. and desires over the past century and in relation to Prerequisite: Permission of instructor. Prerequisite: A 100-level sociology course or permission of gender, race, class, ethnicity, and nation. Students Distribution: Language and Literature the instructor. Open to juniors and seniors only. may register for either AMST 286 or ENG 286 and Semester: N/O Unit: 1.0 Distribution: Social and Behavioral Analysis credit will be granted accordingly. Semester: Fall Unit: 1.0 Prerequisite: None Distribution: Language and Literature Semester: Spring Unit: 1.0

31 American Studies AMST 350 Research or Individual Study *AFR 243 The Black Church ENG 269 Asian American Literature Prerequisite: Open by permission of the director to juniors AFR 265 African American Biographies ENG 281 American Drama and Musical Theater and seniors. Distribution: None *AFR 266 Black Drama ENG 283 Southern Literature Semester: Fall, Spring Unit: 1.0 AFR 310 Seminar. Reading DuBois ENG 365/SOC 365 Images of the American City AMST 360 Senior Thesis Research AFR 340 Seminar. Topics in African American ES 381/POL1 381 U.S. Environmental Politics Prerequisite: By permission of director. Students eligible for History FREN 229 America Through French Eyes: honors work and considering doing a thesis during their ARTH 225 senior year should plan to identify a thesis advisor, specify Modern Art Since 1945 Perceptions and Realities their project, and aim to begin work before the end of their ARTH 226/CAMS 207 History of Photography: HIST 203 Out of Many: American History to junior year. See Academic Distinctions. From Invention to Media Age 1877 Distribution: None Semester: Fall, Spring Unit: 1.0 ARTH 228 Modern Architecture HIST 204 The United States in the Twentieth ARTH 230 Frank Lloyd Wright and the American Century AMST 363/ENG 363 Advanced Studies in Home HIST 245 The Social History of American American Literature Capitalism from Revolution to Empire Brogan (English) ARTH 231 Architecture and Urbanism in North Topic for 2011-12: Visions of the American America HIST 253 Native America City. This course examines how American cities ARTH 232 American Painting HIST 256 Brave New Worlds: Colonial American have been represented in fiction, poetry, creative History and Culture nonfiction, and photography. We’ll examine how ARTH 236 Art, Architecture, and Culture in the descriptions of the city’s public spaces and private Ancient Americas HIST 257 Women, Gender, and the Family in enclosures—its crowds, streets, shops, apartments, ARTH 318 New England Arts and Architecture American History and grand buildings—return us to crucial ques- HIST 260 ARTH 319 Seminar. American Art Pursuits of Happiness: America in the tions of perspective, identity, and ownership. Our Age of Revolution literary readings include works by Walt Whitman, ARTH 320 Seminar. American Architecture HIST 267 Deep in the Heart: The American T. S. Eliot, F. Scott Fitzgerald, Ralph Ellison, ARTH 336 Seminar. Museum Issues Ann Petry, Hart Crane, Langston Hughes, Frank South in the Nineteenth Century O’Hara, Chang-rae Lee, and Colum McCann. CAMS 207/ARTH 226 History of Photography: HIST 299/ES 299 U.S. Environmental History From Invention to Media Age We’ll also look at collections of urban photogra- HIST 312 Seminar. Understanding Race in the phy by Arnold Genthe, Berenice Abbott, Helen CAMS 208 Contemporary Hollywood Romantic U.S., 1776–1918 Levitt, Bruce Davidson, and others. Assignments Comedy include critical writing and a project in creative HIST 317 Seminar. The Historical Construction non-fiction or photojournalism.Students may CAMS 211 Hollywood from Vietnam to Reagan of American Manhood, 1600–1900 register for AMST 363 or ENG 363 and credit will CAMS 240/WGST 223 Gendering the Bronze HIST 319 Seminar. Fear and Violence in Early be granted accordingly. Screen: Representations of Chicanas/Latinas in America Prerequisite: Permission of the instructor. Film Distribution: Language and Literature HIST 320 Seminar: The Hand that Feeds: A Semester: Spring Unit: 1.0 CAMS 241/WGST 249 Asian American Women History of American Food in Film MUS 120 Jazz Theory AMST 370 Senior Thesis ECON 232 Health Economics MUS 209 A History of Jazz Prerequisite: 360 and permission of department. ECON 238 Economics and Politics Distribution: None MUS 276 American Popular Music in the Semester: Fall, Spring Unit: 1.0 ECON 243 The Political Economy of Gender, Twentieth Century Race, and Class PHIL 222 American Philosophy Courses for Credit Toward ECON 306 Economic Organizations in U.S. POL1 200 the Major History American Politics POL1 210 Political Participation and Infuence The following is a list of courses that may be ECON 310 Public Economics POL1 212 included in an American Studies major. If a stu- ECON 311 Economics of Immigration Urban Politics dent has a question about whether a course not POL1 215 ECON 318 Economic Analysis of Social Policy Courts, Law, and Politics listed here can count toward the major, or if she POL1 247 Constitutional Law would like permission to focus her concentration EDUC 117 Diversity in Education POL1 303 on a topic studied in more than one department, EDUC 212 Seminar. History of American The Politics of Crime she should consult the director. Education POL1 313 American Presidential Politics AFR 201 The African American Literary Tradition EDUC 215 Understanding and Improving POL1 314 Understanding How Congress Works AFR 206 Introduction to African American Schools POL1 315 Public Policy and Analysis EDUC 216 History (from 1500) Education and Social Policy POL1 316 Mass Media in American Democracy AFR 207 EDUC 312 Images of Africana People Through the Seminar. History of Childhood and POL1 317S Health Politics and Policy Cinema Child Welfare POL1 319S Seminar. Campaigns and Elections AFR 208 Women in the Civil Rights Movement EDUC 335 Seminar. Urban Education POL1 320S Seminar. Inequality and the Law AFR 212 Black Women Writers EDUC 339/POL1 339S Seminar. The Politics of POL1 324S Seminar. Gender and Law AFR 217 The Black Family Urban Public Schools POL1 330S Seminar. Race, Gender and AFR 222 ENG 114 Topics in American Literature Blacks and Women in American Representation Cinema ENG 251 Modern Poetry POL1 331S Seminar. Political Organizing: AFR 225 ENG 253 Introduction to Black Psychology Contemporary American Poetry People, Power, and Change AFR 229 ENG 262 Rap Music and the African American American Literature to 1865 POL1 335S Seminar. The First Amendment Poetical Tradition ENG 267 American Literature from the 1940s to POL1 337 The Politics of Minority Groups in the AFR 239 Islam in Black America: From Slavery to the Present United States the Present

32 American Studies POL1 339S/EDUC 339 Seminar. The Politics of WGST 317 Seminar. History of Sexuality: Queer Department of Urban Public Schools Theory POL1 381/ES 381 U.S. Environmental Politics WGST 324 Seminar. History, Memory, and Anthropology Women’s Lives POL3 227 The Vietnam War Professor: Karakasidou (Chair), Kohl WGST 326 Seminar. Crossing the Border(s): POL3 321 The United States in World Politics Matzner, Van Arsdale A Narratives of Transgression Assistant Professor: POL3 328S Seminar. Selected Topics in World Visiting Lecturer: Fan Politics: Anti-Americanism as Politics and Requirements for the Major The study of anthropology provides a broad per- Performance spective on human cultural and biological varia- POL4 340 American Political Thought The American Studies major seeks to understand tion across time and space. This includes a natural the American experience through a multidisci- historical perspective on the history of humanity PSYC 330 Psychology of Law plinary program of study. The requirements for that documents the evolution and contemporary REL 218 Religion in America the major are as follows: Nine units of course biological diversity of Homo sapiens from its ori- work are required for the major, at least six of REL 220 Religious Themes in American Fiction gins in Africa to its current position as the domi- which should be taken at Wellesley College. These nant species on earth. It also traces the cultural REL 221 Contemporary Catholicism courses include AMST 101, which should be and technological changes that have accompanied REL 319 Seminar. Religion, Law, and Politics in completed before the end of the junior year; at human development for millennia through the America least two courses in historical studies; one course Stone, Bronze, and Iron Ages to the emergence in literature; one course in the arts; and one course of early complex civilizations in both the Old SOC 103 Social Problems of Youth: An from any one of the following three areas: social and New Worlds. Anthropologists study cultures Introduction to Sociology and behavioral analysis; or epistemology and cog- throughout the world at various levels of cultural SOC 205/WGST 211 American Families and nition; or religion, ethics, and moral philosophy. and technological development from mobile hunt- Social Equality Students are also expected to take at least two ing and foraging bands to highly stratified agrarian 300-level courses, one of which should be AMST societies and contemporary ethnically diverse SOC 209 Social Inequality: Class, Race, and 300-399, taken in the junior or senior year. Gender nation states. Western and non-Western cultures AMST 350, 360 and 370 do not count towards are appreciated in terms of their own values and SOC 306/WGST 306 Seminar. Women and this requirement. unique historical trajectories. The perspective Work To ensure some concentration in a field of of anthropology is inherently multicultural and SOC 311/WGST 311 Seminar. Family and American society and culture, at least three courses multidisciplinary, and, as such, students are “led Gender Studies: The Family, the State, and Social should be elected in one department. In consulta- out” (educo) of their own personal backgrounds Policy tion with the director, a student may choose to to appreciate the incredible cultural diversity of focus her concentration in an area or field, such humanity, receiving an exceptionally broad liberal SOC 314 Global Health and Social Epidemiology as law, women, or Asian America, assembling arts education. SOC 334 Consumer Culture her group of three or more courses in this topic Goals for the Major from two or more departments. American Studies SOC 365/ENG 365 Images of the American City majors with an Asian American concentration are ••An understanding of cultural diversity through- SPAN 255 Chicano Literature: From the encouraged to take courses that specifically address out the world that evaluates cultures at different Chronicles to the Present Asian American issues, such as AMST 151, levels of economic and social development on their own terms SPAN 305 Seminar. Hispanic Literature of the AMST 212, ENG 269, HIST 277, WGST 249/ United States CAMS 241, and WGST 305. ••A familiarity with the vast ways in which human cultures vary in their social institutions and THST 210 Echoes of the Homeland Within this structure, students are encouraged to explore the diversity of American culture and practices from small bands of egalitarian hunter- WGST 211/SOC 205 American Families and the many ways to interpret it. Most courses at the foragers to sharply stratified states Social Equality College that are primarily American in content ••An understanding of how diverse cultures have WGST 214 Women and Health may be applied to the American Studies major. traditionally adapted to and interacted with American Studies majors are encouraged to take their environment and how today they are WGST 216 Women and Popular Culture: Latinas as part of, or in addition to, their major courses, responding to and confronting the challenges of as Nannies, Spitfires, and Sex Pots surveys of American history, literature, and art (for globalization WGST 217 Growing Up Gendered example, HIST 203/204, ENG 262/266, ARTH ••An awareness of how humans have evolved as a 231/232) and a course on the U.S. Constitution WGST 219 Gender in the Workplace species and how and why they exhibit patterned and political thought (for example, POL4 340). physical variation today, including a critical WGST 220 American Health-Care History in In addition, students are urged to take one or social and biological understanding of “racial” Gender, Race, and Class Perspective more courses outside the major that explore the diversity theory and methods of knowledge creation and WGST 222 Women in Contemporary American ••A familiarity with basic features of world prehis- production (for example, ECON 103/SOC 190, Society tory and human cultural evolution from the Old PHIL 345, POL 199, QR 180, [SOC 301]). WGST 223/CAMS 240 Gendering the Bronze Stone Age to the emergence of early civilizations Screen: Representations of Chicanas/Latinas in ••Critical knowledge of methods used in anthro- Film Honors pological field research, including the excavation WGST 240 U.S. Public Health: Theory and The only route to honors in the major is writing of paleo-anthropological and archaeological sites Practice a thesis and passing an oral examination. To be and the construction of ethnographies based admitted to the thesis program, a student must upon personal interaction with local cultures WGST 249/CAMS 241 Asian American Women have a grade point average of at least 3.5 in all ••An appreciation for the different theoretical in Film work in the major field above the 100 level; the approaches used to understand human variation WGST 305 Seminar. Representations of Women, department may petition on her behalf if her GPA in its myriad of forms Natives, and Others in the major is between 3.0 and 3.5. See Academic Distinctions. WGST 306/SOC 306 Seminar. Women and Work WGST 311/SOC 311 Seminar. Family and Gender Studies: The Family, the State, and Social Policy

33 Anthropology ANTH 104 Introduction to Cultural and Social sociobehavioral aspects of human evolution, such ANTH 211/RAST 211 Wintersession Program Anthropology as the changing social role of sex, are discussed. In in the Republic of Georgia Karakasidou, Matzner addition, human inter-population differences and Kohl A comparative approach to the concept of culture environmental factors that account for these dif- NOT OFFERED IN 2011-12. Students travel to and an analysis of how culture structures the ferences will be evaluated. Tbilisi, Georgia, for Wintersession. They attend worlds we live in. The course examines human Prerequisite: None lectures in English at Tbilisi State University on societies from their tribal beginnings to the Distribution: Social and Behavioral Analysis Georgian history, language and culture and on Semester: Spring Unit: 1.0 postindustrial age. We will consider the develop- contemporary political developments there and ment of various types of social organization and visit sites of historical interest in and around ANTH 206 Archaeology their significance based on family and kinship, Tbilisi. They live with Georgian families and Kohl economics, politics, and religion. spend three weeks completing a self-designed A survey of the development of archaeology. internship with a local organization. Students may Prerequisite: None The methods and techniques of archaeology are Distribution: Social and Behavioral Analysis register for either ANTH 211 or RAST 211 and presented through an analysis of excavations and Semester: Fall, Spring Unit: 1.0 credit will be granted accordingly. Not ofered every prehistoric remains. Materials studied range from year. Subject to Dean’s Office approval. ANTH 110 The Anthropology of Food early hominid sites in Africa to the Bronze Age civilizations of the Old World and the Aztec and Prerequisite: One course in anthropology or Russian Area Van Arsdale Studies. Application required. NOT OFFERED IN 2011-12. This course Inca empires of the New World. Students are Distribution: Social and Behavioral Analysis or Historical will provide an introduction to the discipline of introduced to techniques for reconstructing the Studies anthropology through the exploration of food. past from material remains. The course includes a Semester: N/O Unit: 0.5 What we eat and how we eat reveals a lot about field trip to a neighboring archaeological site. our evolutionary origins and the structures that Prerequisite: None ANTH 214 Race and Human Variation support social institutions. This course will Distribution: Social and Behavioral Analysis Van Arsdale Semester: Fall Unit: 1.0 explore both the history of human cuisine and NOT OFFERED IN 2011-12. This is a course the how contemporary diets informs areas such as about race concepts and human biological ANTH 207 Hominid Evolution gender, power, labor and health. The course will variation, viewed from historical and biological Van Arsdale be structured around a series of “meals” and will perspectives. This course thus has two intertwined NOT OFFERED IN 2011-12. The hominid include an ethnographic project, archival research emphases. One is placed on the historical connec- fossil record provides direct evidence for the evo- into prehistoric food culture, and a computer tion between science and sociopolitical ideologies lution of humans and our ancestors through the based exploration of your diet at Wellesley. As and policies. The other is on the evolutionary past five to seven million years. This will provide such, the course offers not just an introduction origin of human biological and cultural diversity. an overview of human evolutionary history from to anthropology through food, but also an Through lecture and discussion section, topics the time of our last common ancestor with the introduction to Wellesley through food. explored include the role of polygenism, histori- living great apes through the emergence of “mod- cally and in current scientific thought; biological Prerequisite: None. Open only to first-year students. ern” humans. Emphasis is placed on evolutionary Distribution: Social and Behavioral Analysis determinism and scientific racism; the Holocaust Semester: N/O Unit: 1.0 mechanisms, and context is provided through an and other examples of “applied biology”; and understanding of the prehuman primates. The the role of the race concept in current scien- ANTH 203 Indigenous People, Global human story begins with origins and the appear- tific debates, such as those over the place of the Development, and Human Rights ance of unique human features such as bipedality, Neanderthals in human evolution, as well as those the loss of cutting canines, the appearance of over the book The Bell Curve. The course seeks NOT OFFERED IN 2011-12. The course continual sexual receptivity, births requiring to guide students through a critical exercise in focuses on the processes and consequences of midwifery, and the development of complex social studying the evolutionary origins of contemporary the encroachment of Western societies on indig- interactions. An early adaptive shift sets the stage human biological variation and its close relation- enous peoples. We will examine issues raised by for the subsequent evolution of intelligence, tech- ship with scientific and popular concepts of race. colonial enterprises that continue to be crucial nology, and the changes in physical form that are to the current situations of indigenous societies Prerequisite: None the consequences of the unique feedback system Distribution: Social and Behavioral Analysis vis-à-vis nation-states: political power, economic involving cultural and biological change. Semester: N/O Unit: 1.0 development, cultural difference, gender relations, Prerequisite: None health, education and religion. We will study Distribution: Social and Behavioral Analysis ANTH 217 Peoples, Histories, and Cultures of ethnographic cases drawn from different parts of Semester: N/O Unit: 1.0 the Balkans the world and analyze these topics from a histori- Karakasidou cal and comparative perspective. Special attention ANTH 209 Forensic Anthropology The Balkan region has been a major trade and will be given to indigenous peoples and ongoing Fan cultural crossroads for millennia and encompasses struggles in Latin America. Key to this course will The identification of human remains for crimino- a variety of landscapes, peoples, and cultures. be issues of indigenous autonomy, development, logical and political purposes is widespread. This We will read authoritative historical studies and and rights within human rights movements, inter- course explores issues in the identification and ethnographies as well as short stories, poetry, national law, and global politics. interpretation of human bones including methods books of travel and fiction. We will consider the Prerequisite: None for determining sex, age, stature, and ancestry as legacy of the classical world, the impact of Islam, Distribution: Social and Behavioral Analysis well as for identifying pathologies and anomalies. the emergence of European commercial empires, Semester: N/O Unit: 1.0 The course will pay particular attention to those the impact of the European Enlightenment in anatomical elements, both soft tissue and bones, ANTH 204 Physical Anthropology national movements, the emergence of moderniza- that aid in the reconstruction of individuals and tion, and the socialist experiments in the hinter- Fan their lifestyles. In addition, the course explores lands. The course offers a critical overview of the This course will examine the evolutionary search and recovery techniques, crime-scene analy- politics of historical continuity and the resurgence foundations of human variability. This theme sis, the use of DNA in solving crimes, and the of Balkan nationalisms during the last decade of is approached broadly from the perspectives of role of forensic anthropology in the investigation the twentieth century. anatomy, paleontology, genetics, primatology, and of mass fatalities from both accidents and human ecology. For this purpose, the course will address Prerequisite: None rights violations. It also addresses ballistics and Distribution: Social and Behavioral Analysis the principles of human evolution, fossil evidence, the use of photography in forensic investigation. Semester: Fall Unit: 1.0 behavior, and morphological characteristics of The course will include a weekly lab component human and nonhuman primates. Explanation focused on human osteology and skeletal analysis. of the interrelationship between biological and Prerequisite: None Distribution: Natural and Physical Sciences Semester: Fall Unit: 1.0

34 Anthropology ANTH 219 The Balkans Through Cinematic In this course, students will come to comprehend Prerequisite: None and assess the history of ethnography and anthro- Distribution: Historical Studies or Social and Behavioral Representations Analysis Karakasidou pology in India, Pakistan, and other parts of Semester: Spring Unit: 1.0 NOT OFFERED IN 2011-12. In modern times, South Asia. Through contemporary ethnographic the southeastern corner of Europe has become texts, they will also gain insight into the major ANTH 247 Societies and Cultures of Eurasia known as The Balkans. The western imagination social and cultural categories and phenomena Kohl rendered the peoples and cultures inhabiting the that have come to define South Asia today such as A survey of the non-Russian, largely non-Europe- area as backward, violent, and underdeveloped. caste, kinship and gender, class, nationalism, and an peoples of the former Soviet Union (particu- This course will examine the imagery of the area popular culture. Throughout, we will consider the larly ethnic groups in Transcaucasia, Central Asia, and its people in both western and Balkan films. It politics of representation and knowledge produc- and Siberia). The course will review how tradi- will trace the influence of the classical, Byzantine tion that are particularly fraught in this postcolo- tional cultures in these areas changed during the and Ottoman past in the ways the present is nial context. years of Soviet rule and will examine the problems constructed and represented in film. Nation Prerequisites: None they face today with newly gained independence awakenings and liberation movements of the 19th Distribution: Social and Behavioral Analysis or greatly increased autonomy. Nationality poli- Semester: Spring Unit: 1.0 century will be examined as how they shaped cies of the former Soviet Union will be discussed notions of national commonality and culture. The ANTH 238 The Vulnerable Body: with a particular emphasis on how they affect the post- WWII socialist experiment in most Balkan Anthropological Understandings current territorial disputes and conficts among countries will be critically evaluated in realist films different ethnic groups (e.g., the undeclared war of the era. At the closing of the 20th century, the NOT OFFERED IN 2011-12. This course between Armenia and Azerbaijan over the enclave Balkans were in flames again, and considerable begins with the assumption that the human body of Nagorno-Karabagh). time will be spent discussing the film and media is a unit upon which collective categories are Prerequisite: One unit in anthropology, economics, history, representations of the recent ethnic violence and engraved. These categories can vary from social political science, or sociology. ethnic cleansing. values, to religious beliefs, to feelings of national Distribution: Historical Studies or Social and Behavioral Analysis Prerequisite: None belonging, to standards of sexuality and beauty. Semester: Spring Unit: 1.0 Distribution: Social and Behavioral Analysis Readings in this course will concentrate around Semester: N/O Unit: 1.0 the classic and recent attempts in the social and historical sciences to develop ways of understand- ANTH 250 Research or Individual Study ANTH 232/CAMS 232 Anthropology of Media ing this phenomenon of “embodiment.” We will Prerequisite: 104 and permission of the instructor. Matzner begin with an overview of what is considered to be Distribution: None NOT OFFERED IN 2011-12. This course the “construction” of the human body in various Semester: Fall, Spring Unit: 1.0 introduces students to key analytic frameworks societies and investigate how the body has been through which media and the mediation of cul- observed, experienced, classified, modified, and ANTH 250H Research or Individual Study ture have been examined. Using an anthropologi- sacralized in different social formations. Prerequisite: 104 and permission of the instructor. cal approach, students will explore how media as Distribution: None Prerequisite: None Semester: Fall, Spring Unit: 0.5 representation and as cultural practice have been Distribution: Social and Behavioral Analysis Semester: N/O Unit: 1.0 fundamental to the (trans)formation of modern ANTH 251 Cultures of Cancer sensibilities and social relations. We will examine Karakasidou various technologies of mediation—from the ANTH 239 Visual Culture of South Asia This course critically examines cancer as a per- Maussian body as “Man’s first technical instru- Matzner vasive disease and a metaphor of global modern ment” to print capitalism, radio and cassette NOT OFFERED IN 2011-12. The Indian cultures. Students will be exposed to the ways can- cultures, cinematic and televisual publics, war subcontinent is iconic for its rich and varied visual cer is perceived as a somatic and social standard journalism, the digital revolution and the political traditions—from Mughal miniatures to calendar within locally constructed cognitive frameworks. milieu of spin and public relations. Themes in this art, monumental architecture to television soap They will investigate the scientific and emotional course include: media in the transformation of the operas. With the spread of “Bollywood” films responses to the disease and the ways cancer senses; media in the production of cultural sub- beyond the subcontinent, and with American challenges our faith and spirituality, our ways jectivities and publics; and the social worlds and television now representing Indian culture during of life, notions of pollution and cleanliness and cultural logics of media institutions and sites of prime time, an anthropological perspective on our healing strategies. This approach to cancer is production. Students may register for either ANTH South Asian visual culture is particularly timely. comparative and interdisciplinary and focuses on 232 or CAMS 232 and credit will be granted In this course, we will examine many of the how specialists in different societies have described accordingly. diverse visual forms and practices of the region from an anthropological perspective—that is, the disease, how its victims in different cultures Prerequisite: None have narrated their experiences, how causality has Distribution: Social and Behavioral Analysis focusing on the social practices and cultural Semester: N/O Unit: 1.0 formations that arise around and shape them. been perceived, and what interventions (sacred We will learn how anthropologists study South or secular) have been undertaken as therapy and ANTH 237 Ethnography in/of South Asia Asian visual practices including photography, prevention. Matzner film, textiles, and comic books, and assess the Prerequisites: None Anthropology has a fraught and complex history implications of these practices for Western Distribution: Social and Behavioral Analysis Semester: Spring Unit: 1.0 within South Asia. Many of its techniques of theories about visuality and modernity. knowledge production were honed within the Prerequisite: None ANTH 255 Paleoanthropology colonial context. In the postcolonial period, these Distribution: Social and Behavioral Analysis or Arts, Music, Theater, Film, Video (with feld work) techniques have been taken up by scholars within Van Arsdale the region and beyond to update and challenge Semester: N/O Unit: 1.0 NOT OFFERED IN 2011-12. This course will longstanding understandings of the region. Much provide students with a unique opportunity to historical and recent scholarship grapples with ANTH 242 “Civilization” and “Barbarism” participate in ongoing field excavations at the how one ought to understand the unique nature during the Bronze Age, 3500–2000 B.C.E. Paleolithic site of Dmanisi, Georgia. Students will of the region’s forms of culture and social organi- Kohl work alongside an international group of students zation, and to place them in relation to modernity A review of the earliest emergence of state-stratified and researchers, learning field methods in paleoan- and the West. South Asia proves an insistently societies in the Old World (Pharaonic Egypt, thropology. Students will also receive daily lectures fruitful case for assessing the universality or Mesopotamia, the Indus Valley, and Shang China) on a variety of topics important for understanding provincial nature of western social theory and to and their integration through trade, confict, the ongoing research at the site, including geol- consider the connections between knowledge and migrations, and diffusions of technologies, par- ogy, taphonomy, archaeology and paleontology. power. ticularly metalworking, with neighboring illiterate societies on their peripheries. The course concludes Throughout the four-week program students will with a comparison with core-periphery relations in also be given time to work on independent proj- pre-Columbian Mesoamerica and Peru. ects which will be presented at the end of the field

35 Anthropology school. Weekend excursions to other important of streets dictates our path through a city to the tion to other documentary practices, including prehistoric sites in the region will provide addi- effect of landscape on our thoughts and emo- written ethnography, museum exhibitions and tional context to the ongoing work at Dmanisi. tions. Covering past, present, and future notions documentary film.Students may register for either Prerequisite: 207 or 209 or permission of instructor of space and place, this course will explore the ANTH 305 or CAMS 305 and credit will be Distribution: Social and Behavioral Analysis. Does not satisfy diverse ways that cultures interact with their sur- granted accordingly. the laboratory requirement. roundings to continually create (and recreate) Prerequisite: 301 or two 200-level units in anthropology, cin- Semester: N/O Unit: 1.25 meaning. Field trips to culturally rich locations in ema and media studies, economics, history, political science, Boston will make up a significant portion of this or sociology or permission of the instructor. ANTH 256 A History of Archaeological course, giving students the opportunity to exam- Distribution: Social and Behavioral Analysis Semester: Fall Unit: 1.0 Thought ine its built environment, both remarkable and NOT OFFERED IN 2011-12. A History of commonplace, with fresh eyes. ANTH 310 Wintersession in the Southern Archaeological Thought is an intermediate level Prerequisite: None. Balkans course intended to introduce students to the Distribution: Social and Behavioral Analysis Karakasidou development of archaeological theory from the Semester: Summer Unit: 1.0 This course aspires to familiarize students with early nineteenth-century realization that the the subtleties of national Balkan rifts and cultural remote past could be reconstructed solely on the ANTH 300 Ethnographic Methods and divisions, through study abroad in the Southern basis of the archaeological record to later develop- Ethnographic Writing Balkans during Wintersession. The overall theme ments, such as attempts to identify ethnic/lin- Matzner of the course will center on national majorities guistic groups exclusively from material remains. An exploration of anthropological research and and ethnic minorities. The cultural diversity of It will trace the emergence of archaeology as a writing through the analytical and practical study the area will be examined both as a historical and subfield within anthropology and its continuing of “fieldwork” and “ethnography.” Examines as contemporary phenomenon. Students will close interaction with broader developments in a variety of anthropological research methods be exposed to the legacy of the classical world, anthropological theory. The course contrasts per- and genres of representation paying particular the impact of Christianity and Islam, the role of spectives that emphasize internal social evolution attention to questions of knowledge, location, European commercial empires, the impact of the and adaptation to local environmental settings evidence, ethics, power, translation, experience, European Enlightenment in national movements, with postmodern responses that stress multiple and the way theoretical problems can be framed the emergence of modernization, and the social- perspectives on a contingent past. Students will in terms of ethnographic research. Students will ist experiments in Macedonia and Bulgaria. The be introduced to different theoretical approaches be asked to apply critical knowledge in a fieldwork course will also offer a critical overview of the to interpreting the archaeological record, such as project of their own design. politics of historical continuity and the resurgence cultural ecology, feminist or engendered archaeol- Prerequisite: 301 or two 200-level units in anthropology, eco- of Balkan nationalisms during the last decade ogy, Marxist historical materialism, world systems nomics, history, political science, or sociology, or permission of the twentieth century. Not ofered every year. theory, and so-called symbolic/cognitive archaeol- of the instructor. Distribution: Social and Behavioral Analysis Subject to Dean’s Office approval. ogy. The suitability of these theoretical approaches Semester: Spring Unit: 1.0 for interpreting the archaeological record will be Prerequisite: ANTH 217 or 219, or some familiarity with the area critically examined. ANTH 301 History and Theory in Distribution: Social and Behavioral Analysis Prerequisite: 104 or 206 or permission of instructor. Anthropology Semester: Wintersession Unit: 0.5 Distribution: Social and Behavioral Analysis Karakasidou Semester: N/O Unit: 1.0 This course introduces students to contemporary ANTH 314 Human Biology and Society Van Arsdale ANTH 274 Anthropological Genetics anthropology by tracing its historical development and its specific application in ethnographic writ- NOT OFFERED IN 2011-12. This seminar will Van Arsdale ing. It examines the social context in which each provide an anthropological perspective on the NOT OFFERED IN 2011-12. This course will selected model or “paradigm” took hold and the intersection between human biology and society provide an introduction into the core concepts of extent of cognitive sharing, by either intellectual in three related topics. The first unit will focus on population genetics, with special focus on their borrowing or breakthrough. The development human genetic diversity and the increasing use of application to human and nonhuman primate of contemporary theory will be examined both genetic information in society. Included in this evolution. Population genetics is the branch of as internal to the discipline and as a response to unit will be discussions of genetic ancestry testing evolutionary biology concerned with how genetic changing intellectual climates and social milieu. and the construction of identity. The second unit variation is patterned within and between popula- The course will focus on each theory in action, as will examine in more detail the genetic basis of tions and how these patterns change over time. the theoretical principles and methods apply to phenotypic traits and disease, exploring what our Though the theory is applicable to all organisms, ethnographic case studies. genes can reveal about us while also considering specific examples drawn from the human and the problems of biological determinism. The final nonhuman primate literature will be used as Prerequisite: Two 200-level units in anthropology, econom- ics, history, political science, or sociology, or permission of unit will extend the understanding of human case studies. Topics will also include the genetic the instructor. biological variation by looking at the relationship basis for disease, pedigree analysis, and personal Distribution: Social and Behavioral Analysis between humans and our environment, how our genomics. The course will be structured around Semester: Fall Unit: 1.0 environment changed throughout prehistory and lectures and discussion with regular computer contemporary times, and what role the environ- labs to provide firsthand experience working with ANTH 305/CAMS 305 Ethnographic Film ment plays in shaping human variation. anthropological genetic topics and analyses of Matzner Prerequisite: 204, 214, or permission of the instructor genetic data sets. This seminar explores ethnographic film as a Distribution: Social and Behavioral Analysis Prerequisite: BISC 110, or BISC 111, or permission of genre for representing “reality,” anthropological Semester: N/O Unit: 1.0 instructor knowledge and cultural lives. We will examine Distribution: Natural and Physical Sciences how ethnographic film emerged in a particular ANTH 319 Nationalism, Politics, and the Use Semester: N/O Unit: 1.0 intellectual and political economic context as well of the Remote Past as how subsequent conceptual and formal innova- ANTH 299 Home and Away: Human Kohl tions have shaped the genre. We will also consider This seminar critically examines the use of Geography and the Cultural Dimensions of social responses to ethnographic film in terms of: Space and Place prehistory and antiquity for the construction of the contexts for producing and circulating these accounts of national origins, historical claims Armstrong works; the ethical and political concerns raised to specific territories, or the biased assessment Have you ever wondered why some places evoke by cross-cultural representation; and the develop- of specific peoples. The course begins with an strong emotions, or why particular locations ment of indigenous media and other practices in examination of the phenomenon of national- are charged with powerful meaning? How do conversation with ethnographic film. Throughout ism and the historically recent emergence of landmarks such as Fenway Park, Walden Pond, the course, we will situate ethnographic film contemporary nation-states. It then proceeds or Boston’s North End resonate culturally? This within the larger project for representing “culture,” comparatively, selectively examining politically course will examine the profound impact that addressing the status of ethnographic film in rela- motivated appropriations of the remote past that our environment has on us, from how the layout

36 Anthropology either were popular earlier in this century or have Attention Called ongoing relevance for some of the ethnic conficts Arabic raging throughout the world today. The course AFR 226 Environmental Justice, “Race,” and For elementary and Intermediate Arabic see will attempt to develop criteria for distinguish- Sustainable Development Middle Eastern Studies. ing credible and acceptable reconstructions of ARTH 236 Art, Architecture, and Culture in the the past from those that are unbelievable and/or Ancient Americas dangerous. Prerequisite: One 200-level unit in anthropology, economics, political science, sociology, or permission of the instructor. Requirements for the Major Distribution: Historical Studies or Social and Behavioral A major in anthropology consists of a minimum Analysis Semester: Fall Unit: 1.0 of nine units (which may include courses from MIT’s anthropology offerings), of which 104, ANTH 344 The Middle East: Anthropological 204/206, 300 and 301 are required. Students may Perspectives also elect other relevant courses (such as statistics and biology), depending on the particular need NOT OFFERED IN 2011-12. This course and interest of the student. Majors are encouraged discusses traditional subsistence economies (e.g., to take other courses that have a cultural or multi- irrigation agriculture, pastoral nomadism) and cultural focus. tribal forms of social organization and analyzes their transform with the emergence of indepen- dent territorial nation-states and the advent of Requirements for the Minor oil wealth during the twentieth century. The A minor in anthropology consists of five units: course considers different sects and expressions of 104, two 200-level courses, and two 300-level Islam in specific countries and discusses kinship courses. Students minoring in anthropology are structures and family relationships, including encouraged to choose at least one ethnographic the varying roles of women in specific societies. area course and at least one course which focuses Contemporary political and economic issues and on a particular theoretical problem. conficts in Afghanistan, Iran, Turkey, Iraq, and Israel/Palestine will be studied from an anthropo- logically informed perspective of cultural continu- Honors ity and change and the continuous refashioning of The only route to honors in the major is writing religious, ethnic, and national identities over time. a thesis and passing an oral examination. To be Prerequisite: Normally open to students who have taken a admitted to the thesis program, a student must grade II unit in anthropology and/or a 200-level unit in a have a grade point average of at least 3.5 in all relevant area/subject matter. work in the major field above the 100-level; the Distribution: Social and Behavioral Analysis Semester: N/O Unit: 1.0 department may petition on her behalf if her GPA in the major is between 3.0 and 3.5. See Academic ANTH 350 Research or Individual Study Distinctions. Prerequisite: Open by permission of the instructor to juniors and seniors. Distribution: None Semester: Fall, Spring Unit: 1.0

ANTH 350H Research or Individual Study Prerequisite: Open by permission of the instructor to juniors and seniors. Distribution: None Semester: Fall, Spring Unit: 0.5

ANTH 360 Senior Thesis Research Prerequisite: By permission of department. See Academic Distinctions. Distribution: None Semester: Fall, Spring Unit: 1.0

ANTH 370 Senior Thesis Prerequisite: 360 and permission of department. Distribution: None Semester: Fall, Spring Unit: 1.0

Courses for Credit Toward the Major

AFR 235 Societies and Cultures of Africa AFR 297 Medical Anthropology: A Comparative Study of Healing Systems LING 114 Introduction to Linguistics MIT 3.985J Archaeological Sciences PEAC 259 Peace and Confict Resolution WGST 205 Love and Intimacy: A Cross-cultural Perspective

37 Arabic Architecture ARTH 101 Introduction to the History of Art ARTS 307 Sculpture II Part II: Renaissance to the Present ARTS 314 Advanced Drawing AN INTERDEPARTMENTAL MAJOR ARTH 200 Architecture and Urban Form ARTS 317 Seminar. Topics in the Visual Arts ARTH 201 Co-directors: McGibbon (Studio Art), Tohme (Art Medieval Art and Architecture ARTS 322 Advanced Print Concepts History) ARTH 202 Byzantine Art and Architecture Advisory Committee: Alice Friedman (Art ARTH 203 Near Eastern Art and Architecture MIT History), Martha McNamara (Art History), Phyllis McGibbon (Studio), Carlos Dorrien (Studio) ARTH 228 Modern Architecture 4.111* (formerly 4.101*) Experiencing A major in architecture offers the opportunity for ARTH 230 Frank Lloyd Wright and the American Architecture Studio study of architectural history and practice through Home 4.112*(formerly 4.191*) Integrated Architecture 4.12A an interdisciplinary program. Following the ARTH 231 Architecture and Urbanism in North Design Studio or (an IAP version of the ancient Roman architect, Vitruvius’ advice on the America same course) education of the architect, the program encourag- 4.113 Applied Architecture Design Studio es students to familiarize themselves with a broad ARTH 236 Art, Architecture, and Culture in the range of subjects in the humanities, sciences, and Ancient Americas 4.411 Building Technology Lab social sciences. Students may also elect courses in ARTH 237 Art, Architecture, and Culture in 4.401 Introduction to Building Technology studio art, mathematics, and physics that lead to Post-Conquest Mexico the appreciation of the principles of design and 4.500 Introduction to Design Computing ARTH 238 the fundamental techniques of architecture. Chinese Art and Architecture 4.114 Applied Architectural Design Studio II ARTH 240 Goals for the Major Asian Art and Architecture 4.115 Applied Architectural Design Studio III ARTH 241 The goals of the Architecture major are threefold: Egyptian Art and Archaeology 4.440 Basic Structural Design ARTH 243 •• To develop skills in design and spatial thinking Art and Society in the Roman World: *Note: courses marked with * are counted “within through the practices of drawing, design, model- Sex, Sacrifice, Banquets, Baths, and Death the Department of Art”; all others are counted as ing and digital media production ARTH 245 House and Home: Domestic courses outside the department. •• To understand architecture and urban form in Architecture, Interiors, and Material Life in North their historical contexts America, 1600-1900 Mathematics •• To have an appreciation of the roles of client, ARTH 247 Islamic Art and Architecture MATH 115 Calculus I program, and economic conditions on the prac- tice of architecture and the shaping of the built ARTH 259 The Art and Architecture of the MATH 116 Calculus II environment European Enlightenment MATH 120 Calculus IIA ARTH 267 Cross-Cultural Encounters in the MATH 205 Multivariable Calculus ARCH 301 Introduction to AutoCAD Medieval Mediterranean Note: More advanced courses may also be counted ARTH 268 This course explores the use of computer aided Art, Architecture, and Pilgrimage in toward the major. design and drafting techniques. The primary aim the Medieval World is to provide students with solid working knowl- ARTH 289 European Art and Architecture, Physics edge of AutoCAD 2008 and its applications in 1750–1900 architecture and design. PHYS 104 Fundamentals of Mechanics with ARTH 309 Seminar. Problems in Architectural Laboratory Prerequisite: ARTS 105, plus two 200-level courses in: either architectural history, drawing, or design, or MIT studio (at History PHYS 107 Principles and Applications of least one of these must be a studio art course). Preference to ARTH 318 New England Arts and Architecture Mechanics with Laboratory architecture majors. Distribution: None ARTH 320 Seminar. American Architecture Semester: Summer Unit: 0.5 Theatre Studies ARTH 325 Seminar. Rococo and Neoclassical THST 209 Interiors Introduction to the Art of Scenic ARCH 350 Research or Individual Study Design Prerequisite: Open by permission to juniors and seniors. ARTH 332 Seminar. Topics in Medieval Art Distribution: None ARTH 340 Semester: Fall, Spring Unit: 1.0 Seminar. Topics in American Art Requirements for the Major ARTH 344 Seminar. Topics in Islamic Art Students considering an Architecture major ARCH 360 Senior Thesis Research should choose an advisor in their area of concen- Prerequisite: By permission of director. See Academic Studio Art tration and work out a program of study. Distinctions. ARTS 105 Distribution: None Drawing I The Architecture major consists of 11 units, which Semester: Fall, Spring Unit: 1.0 ARTS 109 Basic Two-Dimensional Design may be weighted towards architectural history or studio investigation. For students entering in the ARCH 370 Senior Thesis ARTS 113 Three-Dimensional Design fall of 2011 or later, the requirements are listed Prerequisite: 360 and permission of department. ARTS 207 Sculpture I below. Distribution: None ARTS 216 Spatial Investigations ••ARTH100 and 101.There is no exemption from Semester: Fall, Spring Unit: 1.0 this requirement by Advanced Placement, or by ARTS 217 Life Drawing IB, or by an exemption examination. Courses for Credit Toward ARTS 219 Introductory Print Methods: ••ARTS 105 and ARTS 113 Lithography/Monotype the Major ••ARTH 200 or ARTH 228 or ARTS 216 ARTS 220 Introductory Print Methods: Intaglio/ Students typically include selections from the list ••Two additional intermediate courses in archi- Relief below in their core programs. tectural history, studio art, or design (200 level). History of Art ARTS 221/CAMS 239 Digital Imaging At least one of these units must be taken at Wellesley. ARTH 100 Introduction to the History of Art ARTS 222 Introductory Print Methods: Part I: Ancient and Medieval Art Typography/Book Arts ••Two advanced courses in architectural history, studio art, or design (300 level) ARTS 255 Dynamic Interface Design ••Two additional courses related to architecture

38 Architecture Notes: Honors Department of Art Attention is drawn to ARTS 109 (two dimen- In extraordinary circumstances, students who sional design) which serves as a prerequisite for A1 A meet the college’s eligibility requirements for hon- Professor: Berman (Chair), Carroll , Dorrien , intermediate and advanced studios involving new ors may, with the permission of the directors, elect Friedman, Harvey, McGibbon (Director of Studio technology. 360/370 independent work as a path to honors. Art), Mekuria Normally, no more than 3 units of transfer credit This is the program’s only path to honors. Associate Professor: Bedell, Liu, Musacchio may be applied towards the minimum require- Assistant Professor: Cassibry, Kelley, Martin A, ments for the major. Olsen, Rivera A, Tohme Seniors are encouraged to develop independent Transfer Credit Senior Lecturer: Meng, Oles research projects and portfolios in the context Although courses at MIT are not required for the of advanced studios and seminars which provide major, the MIT-Wellesley exchange provides a Mellon Postdoctoral Fellow: Greene opportunities for sustained discussion, refection unique opportunity for students to elect advanced Visiting Lecturer: Evans, Freed, Lieu, Mowbray, and critique. courses in design and construction. Students Newman, Siebel , De Young For students entering before the fall of 2011, are also encouraged to consider travel or study Administrative Teaching Staff: McNamara, majors are required to take ARTH 100 and 101 abroad as important aspects of their education in Fischman, R. Rogers, Ruffin and ARTS 105. In addition, four units of course architecture, and to take advantage of the wide The Department of Art is a joint department, work above the 100 level and two 300-level units resources of the College and the Department of offering a full curriculum in the history of art and of course work must be taken in the Department Art in pursuing their projects. studio art. Both of these academic programs pro- of Art. At least three of these art units (including vide opportunities to construct an in-depth major one at the 300 level) must be taken at Wellesley or minor. Students may also pursue a double College. major in studio art and art history, or select The following courses are recommended to courses and faculty advisors from both programs students designing a program of study in archi- in support of an interdepartmental major, such as tecture. Additional courses may be applicable Architecture. and some courses are not offered yearly, so each All students developing majors within the student should develop her program of study in Department of Art are encouraged to consider active consultation with the directors. travel abroad as part of their overall course of Intermediate level courses recommended for the study. For further information on relevant study architecture major: abroad programs or internships, consult a faculty Courses that explore the history of architectural advisor as well as the Office for International design: ARTH 200, 201, 202, 203, [209], [227], Studies. 228, 230, 231, [235], 236, 237, 238, 240, 241, Students who need disability-related classroom 243, 245, 247, [259], [261], 267, [268], 289. or testing accommodations are encouraged to Studio art courses that address visual / spatial skills meet with the chair of the department to make related to architectural thinking: ARTS 207, 216, arrangements. 217, 219, 220, 221, 222, 255. “Pre-professional” Goals for the Majors design studios that introduce students to architec- tural practices: MIT 4.111* or MIT 4.112* (*may The study of art is an integral component of be counted as “within the department of art”). a strong liberal arts curriculum. Our curricu- lum is designed so that those majoring in the Advanced courses recommended for the archi- Department of Art develop: tecture major: ••A more critical awareness of visual culture as well Advanced seminars with opportunities to pursue as enhanced visual literacy independent scholarly research: ARTH 309, 318, 320, 325, 332, [334], [335], 340, [343]. ••A sophisticated understanding of art, its history Advanced studio courses with opportunities to and the philosophical and cultural conditions pursue independent creative projects: ARTS 307, that shape it in any society 314, 317, [320], 322. ••An understanding of the breadth of knowledge Architectural design studios: MIT 4.113, MIT and complexity of art and its global practice 4.114*, MIT 4.115*, MIT 4.401, MIT 4.500, ••A well considered, original body of work, written MIT 4.411 (*counts for two 300- level units “out- and/or visual, in preparation for advanced study side the department”). Other courses that may be counted towards the architecture major: MATH 115, 116, 120, 205 History of Art (more advanced math courses may also be count- ed), THST 209, PHYS 104, 107 (more advanced ARTH 100 Introduction to the History of Art physics courses may also be counted), ARCH Part I: Ancient and Medieval Art 301 (0.5 units), [EXTD 160] (Introduction to Staf Engineering). Courses in Sociology, Anthropology, A broad multicultural survey of the art of the Philosophy, and Women’s and Gender Studies ancient and medieval worlds. This team-taught may also apply. Consult your advisor. course focuses upon major monuments and mas- Olin College courses may also be applicable to the terpieces, including the Egyptian pyramids, the major. temples and sculptures of Greece and Rome, the Buddhist shrines of India, the painted scrolls of China and Japan, the mosques of the Islamic Near East, and the Gothic cathedrals of Europe. Two lectures and one conference per week. Conferences emphasize the interpretation of original works of art, and offer hands-on sampling of historical materials and techniques. Required course for all art history, architecture, and studio art majors, who

39 Art/History of Art should plan to elect both ARTH 100 and 101 in to the present day. We will analyze methods of and politicized in 19th and 20th century Europe their first or second year at Wellesley. and attitudes towards growing, harvesting, and and North America. Trips to local museums will Prerequisite: None preparing food, as well as the representation of be required. Distribution: Arts, Music, Theatre, Film, Video food in art and the material culture surrounding Prerequisite: None. ARTH 100 and 101 recommended. Semester: Fall Unit: 1.0 its production and consumption. We will also Distribution: Arts, Music, Theatre, Film, Video investigate the biology of relevant crops to under- Semester: Fall Unit: 1.0 ARTH 100/WRIT 125 Introduction to the stand the nutritional rewards and horticultural History of Art Part I: Ancient and Medieval Art and environmental challenges of producing them. ARTH 218 From Van Eyck to Bruegel: Painting Bedell Using our Italian food garden, students will keep in the Netherlands in the Fifteenth and See description for ARTH 100 above. Students journals about specific crops and research, harvest, Sixteenth Centuries in this section of ARTH 100 will attend the same and prepare them using historical recipes. Each Carroll twice-weekly lectures as the other ARTH 100 stu- week will involve one discussion session based NOT OFFERED IN 2011-12. Focusing on the dents, but their assignments will be different, and on multidisciplinary readings and one laboratory works of Jan van Eyck, Hieronymus Bosch, and they will attend two special WRIT 125 confer- session that will include work in the Greenhouses, Peter Bruegel the Elder, this course surveys the ences each week instead of the regular ARTH 100 Special Collections, and trips to farms and muse- development of devotional panel painting and the conferences. Through writing about art, students ums. Students may register for either ARTH 175 or emergence of the independent genres of portrai- in 100/125 will develop skills in visual and critical BISC 175 and credit will be granted accordingly. ture, landscape, and scenes from daily life. Of spe- analysis. Enrolling in this course automatically Mandatory credit/non-credit. cial interest will be the changing role of art in an enrolls one in ARTH 100. There is no need to reg- Prerequisite: None. Open to first-year students only. era of momentous political and religious change, ister separately for either ARTH 100 or an ARTH Distribution: None and the ways in which that change is registered in 100 conference. This course satisfies the WRIT 125 Semester: Fall Unit: 1.0 the works of these particularly “engaged” artists. requirement and counts as a unit towards a major in Prerequisite: None. 101 recommended. art history, architecture, or studio art. ARTH 200 Architecture and Urban Form Distribution: Arts, Music, Theater, Film, Video Prerequisite: None. Open only to first-year students. Friedman Semester: N/O Unit: 1.0 Distribution: Arts, Music, Theatre, Film, Video An introduction to the study of architecture and Semester: Fall Unit: 1.0 the built environment. ARTH 221 Seventeenth-Century Dutch and Prerequisite: None Flemish Painting ARTH 101 Introduction to the History of Art Distribution: Arts, Music, Theatre, Film, Video Carroll Part II: Renaissance to the Present Semester: Fall Unit: 1.0 The course focuses on Flemish artists painting for Staf the Baroque courts of Europe (Rubens and van A foundation course in the history of art from ARTH 201 Medieval Art and Architecture Eyck) and on Dutch artists painting during the Michelangelo to media culture. This team-taught Tohme Golden Age of the Dutch Republic (Rembrandt, course introduces visual culture beginning with NOT OFFERED IN 2011-12. This course Vermeer, Ruisdael). Normally ofered in alternate the European Renaissance, using key issues and aims to develop an understanding of the major years. monuments as the focus of discussion. Two lec- artistic cultures of medieval Europe and the Prerequisite: None. 101 recommended. tures and one conference per week. Weekly con- Mediterranean. Topics include: responses to Distribution: Arts, Music, Theatre, Film, Video ferences emphasize observational and analytical artistic and architectural heritage; religious art and Semester: Spring Unit: 1.0 skills and are normally given in the Davis Museum architecture; the ceremonial art and architecture and Cultural Center. Required course for all art of medieval palaces; domestic art; manuscript ARTH 224 Modern Art to 1945 history, architecture, studio art, and media arts and illumination; as well as cultural contacts between TBA sciences majors, who should plan to elect both ARTH and among various groups. Normally ofered in A survey of modern art from the 1880s to World 100 and 101 in their first or second year at Wellesley. alternate years. War II, examining the major movements of the Prerequisite: 100 and 101 can be selected separately, but stu- Prerequisite: None. 100 and 101 recommended. historical avant-garde (such as cubism, expres- dents are advised to elect 100 before 101. Distribution: Arts, Music, Theatre, Film, Video sionism, dada, and surrealism) as well as alternate Distribution: Arts, Music, Theatre, Film, Video Semester: N/O Unit: 1.0 practices. Painting, sculpture, photography, Semester: Spring Unit: 1.0 cinema, and the functional arts will be discussed, ARTH 202 Byzantine Art and Architecture and critical issues, including the art market, and ARTH 101/WRIT 125 Introduction to the Tohme gender, national, and cultural identities, will be History of Art Part II: Renaissance to the This course serves as an introduction to the arts examined. Present of Byzantium (312–1453 C.E). Through the Prerequisite: None. 101 recommended. Oles examination of diverse media, including build- Distribution: Arts, Music, Theatre, Film, Video See description for ARTH 101 above. Students ings, mosaics, icons, manuscripts, and liturgical Semester: Fall Unit: 1.0 in this section of ARTH 101 will attend the same arts, this course aims to develop an understanding twice-weekly lectures as the other ARTH 101 of the Byzantine culture within the larger context ARTH 225 Modern Art Since 1945 students, but their assignments will be differ- of medieval Europe and the Mediterranean. Berman ent, and they will attend two special WRIT 125 Prerequisite: None. ARTH 100 and 101 recommended. NOT OFFERED IN 2011-12. A survey of art conferences each week. Through writing about Distribution: Arts, Music, Theatre, Film, Video since World War II, examining painting, sculp- art, students in 101/125 will develop skills in Semester: Fall Unit: 1.0 ture, photography, performance, video, film, con- visual and critical analysis. Enrolling in this course ceptual practices, social and intermedial practices, automatically enrolls one in ARTH 101. There ARTH 203 Near Eastern Art and Architecture and the mass media. Critical issues to be examined is no need to register separately for either ARTH Cassibry include the art market, feminist art practices, the 101 or an ARTH 101 conference. This course satis- This course will offer an introduction to the art politics of identity, and artistic freedom and cen- fies the WRIT 125 requirement and counts as a unit and architecture of the Ancient Near East, from sorship. Normally ofered in alternate years. towards a major in art history, architecture, studio the fourishing of the first cities in the 4th millen- Prerequisite: None. 101 recommended. art, or media arts and sciences. nium BCE to the beginning of the Islamic con- Distribution: Arts, Music, Theatre, Film, Video Prerequisite: None. Open to first-year students only. quests in the 7th century CE. In addition to the Semester: N/O Unit: 1.0 Distribution: Arts, Music, Theatre, Film, Video lands of the Sumerians, Akkadians, Babylonians, Semester: Spring Unit: 1.0 Phoenicians and Cypriots, we will focus especially ARTH 226/CAMS 207 History of on the great empires of ancient Assyria (Iraq) and Photography: From Invention to Media Age ARTH 175/BISC 175 First-year Seminar: The Persia (Iran). Topics will include urban develop- Berman Art and Science of Food in Italy, from the ment, palatial architecture, portraiture, repre- NOT OFFERED IN 2011-12. Photography is so Renaissance to the Slow Food Movement sentations of empire, cross-cultural connections, much a part of our private and public lives, and it Musacchio, Jones (Biological Sciences) early forms of mass media, temples and votive plays such an infuential role in our environment, This seminar explores food and agriculture in dedications. We will conclude by considering how that we often forget to examine its aesthetics, the art and life of Italy from the Renaissance Near Eastern antiquities came to be estheticized meanings, and histories. This course provides an introduction to these analyses by examining the

40 Art/History of Art history of photography from the 1830s to the ARTH 236 Art, Architecture, and Culture in Prerequisite: None. 100 and 101 recommended. present. Considering fine arts and mass media Distribution: Arts, Music, Theatre, Film, Video the Ancient Americas Semester: N/O Unit: 1.0 practices, the class will examine the works of Oles individual practitioners as well as the emergence Before the arrival of the Europeans in the late ARTH 241 Egyptian Art and Archaeology of technologies, aesthetic directions, markets, fifteenth century, several brilliant civilizations Freed and meanings. Normally ofered in alternate years. emerged in North and South America, including Students may register for either ARTH 226 or the Maya, Aztec, Moche, and Inca. Incorporating The greater Nile Valley has yielded some of the CAMS 207 and credit will be granted accordingly. the tools of art history, cultural studies, and world’s most ancient and compelling monuments. Prerequisite: None. 100 and 101 strongly recommended. archaeology, this course explores the visual culture In this course we will survey the art and archi- Distribution: Arts, Music, Theatre, Film, Video of these pre-Conquest peoples. Lectures that tecture of ancient Egypt from Neolithic times (c. Semester: N/O Unit: 1.0 introduce the broader aspects of each civilization 6000 B.C.) through the Roman period (c. second will be accompanied by workshops that explore century A.D.). One class session per month will ARTH 228 Modern Architecture Normally ofered cutting-edge issues. We will also work extensively meet in the Museum of Fine Arts. Friedman in alternate years with objects on display in the Davis Museum. . A survey of the major movements in architecture Normally ofered in alternate years. Prerequisite: None. 100 recommended. in Europe and the Americas from neoclassicism to Distribution: Arts, Music, Theatre, Film, Video the present. Prerequisite: None. 100 and 101 recommended. Semester: Spring Unit: 1.0 Distribution: Arts, Music, Theatre, Film, Video Prerequisite: None. 100 and 101 recommended. Semester: Spring Unit: 1.0 Distribution: Arts, Music, Theatre, Film, Video ARTH 242 Art and Identity in the Greek Semester: Spring Unit: 1.0 ARTH 237 Art, Architecture, and Culture in World: Warriors, Wine-lovers, and Priestesses Post-Conquest Mexico Cassibry ARTH 230 Frank Lloyd Wright and the NOT OFFERED IN 2011-12. Oles This course will American Home NOT OFFERED IN 2011-12. A survey of visual survey the art and architecture of ancient Greece. Friedman culture in Mexico from the Spanish conquest in We will analyze the international aspects of Greek NOT OFFERED IN 2011-12. An investigation the 1520s to current developments in contem- art, including the representation of foreign mili- of Wright’s domestic architecture in its cultural porary art. Against a rich spectrum of historical tary campaigns, responses to artworks imported and historical context. Normally ofered in alternate events, we will examine key works of art and from the east, and the legacy of Greek colonies years. architecture, from colonial manuscripts to Frida in Italy. We will review evidence of the active role Prerequisite: None. 100 and 101 recommended. Kahlo’s self-portraits to recent videos, focusing on women played in Greek society. We will also con- Distribution: Arts, Music, Theatre, Film, Video sider how interests in narrative and in the viewer’s Semester: N/O Unit: 1.0 how art has served to build a sense of cultural or national identity. Specific topics to be addressed experience motivated the development of natu- include the construction of race and gender, ralistic styles in painting and sculpture. Frequent ARTH 231 Architecture and Urbanism in class-trips to the Museum of Fine Arts, Boston. North America official patronage of public art, and the myths that have shaped, and continue to shape, what it Prerequisites: None. 100 or one unit of classical civilization McNamara recommended. NOT OFFERED IN 2011-12. This course will means to be “Mexican.” Note: This course will Distribution: Arts, Music, Theater, Film, Video present a survey of American architecture and emphasize the twentieth century in a conjunction Semester: N/O Unit: 1.0 urbanism from prehistory to the late twentieth with a major exhibition of modern Mexican art century. Lectures and discussions will focus partic- to be on exhibit at the Davis Museum. Normally ARTH 243 Art and Society in the Roman ularly on placing the American built environment ofered in alternate years. World: Sex, Sacrifce, Banquets, Baths, and in its diverse political, economic and cultural Prerequisite: None. 100 and 101 recommended. Death contexts. We will also explore various themes Distribution: Arts, Music, Theatre, Film, Video Cassibry Semester: N/O Unit: 1.0 relating to Americans’ shaping of their physical NOT OFFERED IN 2011-12. This course will survey the material culture of the Roman Empire. surroundings, including the evolution of domestic ARTH 238 Chinese Art and Architecture architecture, the organization and planning of We will consider how art and architecture helped Liu cities and towns, the relationships among urban, define the empire’s key social events, from grandi- This course is a survey of the art and architecture suburban and rural environments, the impact of ose triumphal processions to intimate household of China from the Neolithic period to the turn technology, and Americans’ ever-changing rela- banquets. In order to gain a better understanding of the twentieth century in two simultaneous tionship to nature. of the empire’s diversity, we will look at sites approaches: chronologically through times and throughout Europe, the Near East, and North Prerequisite: None. 100 and 101 recommended. thematically with art in the tomb, at court, in the Distribution: Arts, Music, Theatre, Film, Video Africa, in addition to the city of Rome itself. Semester: N/O Unit: 1.0 temple, in the life of the élite, and in the market- Frequent class-trips to the Museum of Fine Arts, place. It is designed to introduce students to the Boston. major monuments and issues of Chinese art and ARTH 232 American Painting Prerequisites: None. 100 or one unit of classical civilization Bedell architecture by exploring the interactions of art, recommended. NOT OFFERED IN 2011-12. This course religion, culture, society, and creativity, especially Distribution: Arts, Music, Theater, Film, Video surveys American art from the Colonial period how different artistic styles were tied to different Semester: N/O Unit: 1.0 to World War II, a time of tumultuous change intellectual thoughts, historical events, and geo- when Americans were in the process of inventing graphical locations. ARTH 244 Art, Patronage, and Society in themselves. All through this period, American art Prerequisite: None. 100 and 101 recommended. Sixteenth-Century Italy was implicated in the larger social, political, and Distribution: Arts, Music, Theatre, Film, Video Musacchio Semester: Fall Unit: 1.0 economic developments of its time. We will inves- This course will examine the so-called High Renaissance and Mannerist periods in Italy. We tigate these intersections as we focus on major ARTH 240 Asian Art and Architecture artists and major movements. Themes will include will focus in particular on papal Rome, ducal Liu the place of art in a democratic society, the rise Florence, and republican Venice, and the work NOT OFFERED IN 2011-12. This course of women artists, American encounters with art of Leonardo da Vinci, Michelangelo, Raphael, surveys the major artistic traditions of Asia from from other parts of the world, and the roles that Titian, and their followers in relation to the social prehistory to the turn of the twentieth century in art played in such areas as identity formation, and cultural currents of the time. Issues such as India, Southeast Asia, Tibet, China, Korea and westward expansion, and cultural anxieties about private patronage, female artists, contemporary Japan. It will study monuments with emphasis on American masculinity. sexuality, and the connections between monumen- the way in which artistic creativity and style are tal and decorative art will be examined in light of Prerequisite: None. 100 and 101 recommended. tied to religion, philosophy, social and political Distribution: Arts, Music, Theatre, Film, Video recent scholarship in the field.Normally ofered in Semester: N/O Unit: 1.0 change, and other historical contexts. Trips to the alternate years. Museum of Fine Arts and the Harvard’s Sackler Prerequisite: None. 100 and 101 recommended. Museum. Normally ofered in alternate years. Distribution: Arts, Music, Theatre, Film, Video Semester: Spring Unit: 1.0

41 Art/History of Art ARTH 245 House and Home: Domestic Prerequisite: None. 100 and 101 recommended. ARTH 256 Etruscan and Celtic Art: Cross- Distribution: Arts, Music, Theatre, Film, Video Architecture, Interiors, and Material Life in Semester: N/O Unit: 1.0 Cultural Connections in Ancient Europe North America, 1600-1900 Cassibry McNamara ARTH 249 Japanese Art and Architecture This course will offer an introduction to Etruscan Domestic architecture is perceived as both a Liu and Celtic Art. The Etruscans dominated early setting for private life and a means of public self- NOT OFFERED IN 2011-12. This course is a Italy, and became notorious for the prominence of expression. This course will explore the duality of survey of the rich visual arts of Japan from the women in their society, as well as for their love of “house and home” by paying close attention to Neolithic period to the turn of the twentieth cen- Greek pottery. Etruscan artists reinterpreted the the changing nature of domestic environments in tury with emphasis on painting, ceramics, sculp- themes and styles of this imported Greek art in North America from 1600 to 1900. Topics will ture, and architecture in the tenth to eighteenth distinctive tomb paintings, engraved mirrors, and include the gendering of domestic space; the role centuries. It examines Japan’s early cultural ties statues. Etruscan artists also served the early kings of architects, designers, and prescriptive literature to India, China, and Korea and the development of Rome, and we find their work at the heart of in shaping domestic environments; technological of a distinct Japanese national identity and styles this ancient city. At the same time, Celtic tribes change; the marketing and mass production of in narrative hand scrolls and screen paintings, dominated much of Europe, and their tombs domestic furnishings; the relationship of houses and the emergence of genre in woodblock prints. reveal a fascination for Greek and Etruscan art. to their natural environments, and visions for Special attention is given to the sociopolitical forc- It was partly in response to such imports that the alternative, reform, or utopian housing arrange- es, religious thoughts, and intellectual discourses Celts developed the western world’s first great ments. Site visits and walking tours are a central that shaped the representation and expression of abstract style, which experienced a revival in component of the course. these arts. Britain under Anglo-Saxon rule. Prerequisite: None. 101 recommended. Prerequisite: None. 100 and 101 recommended. Prerequisite: None. 100 and 101 recommended. Distribution: Arts, Music, Theatre, Film, Video Distribution: Arts, Music, Theatre, Film, Video Distribution: Arts, Music, Theatre, Film, Video Semester: Fall Unit: 1.0 Semester: N/O Unit: 1.0 Semester: Spring Unit: 1.0

ARTH 246 The Baroque and Rococo in Italy ARTH 250H Research or Individual Study ARTH 267 Cross-Cultural Encounters in the Medieval Mediterranean Musacchio Prerequisite: 100 or 101 or permission of the instructor. NOT OFFERED IN 2011-12. This course sur- Distribution: None Tohme veys a selection of the arts in Italy from circa 1575 Semester: Fall, Spring Unit: 0.5 NOT OFFERED IN 2011-12. This course focus- to circa 1750. The works of artists such as the es on the visual and material culture (architecture, Carracci, Caravaggio, Bernini, Gentileschi, and ARTH 251 The Arts in Renaissance Italy Before art, everyday objects) of the various cultures of the Longhi will be examined within their political, and After the Black Death medieval Mediterranean, and explores specific sites social, religious, and economic settings. Particular Musacchio of interaction such as the early Islamic Levant, emphasis will be placed on Rome and the impact This course surveys a selection of the arts in Norman Sicily, Byzantine North Africa, Islamic of the papacy on the arts, but Bologna, Florence, Renaissance Italy, focusing primarily on Tuscany Spain, and crusader Palestine. Normally ofered in and Venice will also play a part, especially in and central Italy. This period witnessed the rise of alternate years. regard to the growing interest in scientific enquiry the mendicant orders, the devastation of the Black Prerequisite: None. 100 and 101 recommended. and the production of arts in the courts and for Death, the growth of civic and private patronage, Distribution: Arts, Music, Theatre, Film, Video the Grand Tour. Normally ofered in alternate years. and, finally, the exile of the Medici family, all of Semester: N/O Unit: 1.0 Prerequisite: None. 100 and 101 recommended. which had a profound impact on the visual arts. Distribution: Arts, Music, Theatre, Film, Video The work of major artists and workshops will be ARTH 289 European Art and Architecture, Semester: N/O Unit: 1.0 examined and contextualized within their politi- 1750–1900 cal, social, and economic settings by readings TBA ARTH 247 Islamic Art and Architecture and discussions of contemporary texts and recent This course surveys art and architecture in Tohme scholarship. Normally ofered in alternate years. Europe from 1750–1900, focusing on such major This course offers an introduction to the history Prerequisite: None. 100 and 101 recommended. movements as Neoclassicism, Romanticism, of Islamic art and architecture from the seventh Distribution: Arts, Music, Theatre, Film, Video Realism, and Impressionism. We will examine century to the nineteenth century. The course will Semester: Fall Unit: 1.0 the relationship of art to tradition, revolution, address such themes as stylistic change, figural empire, social change, technology, and identity. representation, sacred space, and ornament within ARTH 255 Twentieth-Century Chinese Art Particular emphasis is placed on the representation contemporary political, religious, and social con- Liu and experience of modern life, in paintings by text. Normally ofered in alternate years. This course examines Chinese art in the socially David, Goya, Turner, Manet, Seurat, and others, Prerequisite: None. 100 and 101 recommended. and politically tumultuous twentieth century and in venues ranging from political festivals to Distribution: Arts, Music, Theatre, Film, Video that has witnessed the end of the more than avant-garde art galleries to London’s Crystal Palace Semester: Spring Unit: 1.0 2000-year-long imperial China, the founding of exhibition. Topics include the expanded audience the Republic, the rise of the People’s Republic, for art, Orientalism, gender and representation, ARTH 248 Chinese Painting the impact of the West, and the ongoing reform. and the aesthetic expression of leisure. Normally Liu Critical issues of examination include the encoun- ofered in alternate years. NOT OFFERED IN 2011-12. Chinese painting ters of East and West, the tensions of tradition and Prerequisite: None. 100 and 101 recommended. is the only tradition in world art that can rival the revolution, the burdens of cultural memory and Distribution: Arts, Music, Theatre, Film, Video European painting tradition in the quantity and historical trauma, the interpretations of modern- Semester: Spring Unit: 1.0 diversity of its output, the number of recorded ism, the emergence of avant-garde, and the prob- artists of note, the complexity of aesthetic issues lems of globalization and national identity. The ARTH 299 History of the Book from attached to it, and the sophistication of the writ- major theme is art and society. The focus is from Manuscript to Print ten literature that accompanies it through the cen- the Cultural Revolution (1966–1976) to the turn R. Rogers (Special Collections Librarian) turies. This course will examine Chinese painting of the twenty-first century. The course is designed NOT OFFERED IN 2011-12. A survey of the from early times to the turn of the twentieth cen- to develop an understanding of the diverse threads evolution of the book, both as a vessel for the tury with an introduction to traditional connois- of twentieth-century Chinese art. transmission of text and image and as evidence of seurship. Issues to be considered include major Prerequisite: None. 100 and 101 recommended. material culture. Through close examination of themes, styles, and functions of Chinese painting. Distribution: Arts, Music, Theatre, Film, Video rare books in Clapp Library’s Special Collections, Special attention will be given to: imperial patron- Semester: Spring Unit: 1.0 we will explore the social and political forces that age; the relationship between painting, calligraphy, infuenced the dissemination and reception of and poetry; amateurism versus professionalism; printed texts. Lectures will cover the principle gender in painting; and the tension between tradi- techniques and materials of book production from tion and creativity. Trip to the Museum of Fine Arts, the ancient scroll to the modern codex, including Boston. Normally ofered in alternate years. calligraphy, illumination, format and composition, typography, illustration, papermaking, and book-

42 Art/History of Art binding. Weekly reading, discussion, and analysis ARTH 316 Seminar. Topics in African/African ARTH 325 Seminar. Rococo and Neoclassical of specimens will provide the skills needed to American Art Interiors develop a critical vocabulary and an investigative TBA Martin model for individual research. Additional sessions Topic for 2011-12: TBA NOT OFFERED IN 2011-12. This seminar on the hand press in the Book Arts Lab and in the Prerequisites: 101 or permission of the instructor. explores the eighteenth-century European interior Pendleton paper studio. Distribution: Arts, Music, Theater, Film, Video through an analysis of architecture, painting, Prerequisite: 100 or 101 or by permission of the instructor. Semester: Spring Unit: 1.0 sculpture, and decorative arts. By focusing on Not open to first year students. domestic interiors as well as garden pavilions, the- Distribution: Arts, Music, Theatre, Film, Video ARTH 318 New England Arts and Architecture Semester: N/O Unit: 1.0 aters, and political arenas, we will examine the role McNamara that objects and spaces played in the formation This seminar course will introduce students to the ARTH 302 Seminar. Ancient Palaces and Villas of eighteenth-century ideas of desire and identity. visual and material culture of New England from Cassibry Specific patrons and artists discussed include the period of European contact to the end of the This seminar will focus on the palatial art and Marie-Antoinette, François Boucher, Robert twentieth century, with particular emphasis on architecture of the ancient Mediterranean, Adam, and Claude-Nicolas Ledoux. We will also Boston and environs. Course readings, lectures, Mesopotamia, and Persia. We will analyze the examine the Rococo’s revival in later periods— and discussion will address the broad range of surprisingly diverse functions of these ancient including nineteenth-century France and Gilded artistic expression from decorative arts to cultural complexes, which could include residences for Age America—and its relevance for contemporary landscapes, placing them in their social, political kings and queens, tombs for their dynasties, art. Museum visits will allow us to explore the and economic contexts as well as in the larger offices for administrators, spaces for religious phenomenon of the “period room.” context of American art and architecture. A major ceremonies, and even elaborate circuses for Prerequisites: 101 and permission of the instructor. theme of the course will be the question of New chariot-racing. We will also examine the urban Distribution: Arts, Music, Theatre, Film, Video England’s development as a distinct cultural Semester: N/O Unit: 1.0 significance of palaces, some of which anchored region and the validity of regionalism as a category newly founded cities, some of which redefined the of analysis. The course will include a number of ARTH 330 Seminar. Italian Renaissance Art spaces of cities already hundreds of years old, and required field trips to New England museums and Musacchio some of which rejected the city altogether in favor cultural institutions. NOT OFFERED IN 2011-12. of the countryside. We will also consider the art Prerequisites: 101 or permission of the instructor. Prerequisite: 101 or permission of the instructor. of adornment. Genres of art deemed appropriate Distribution: Arts, Music, Theatre, Film, Video Distribution: Arts, Music, Theatre, Film, Video Semester: N/O Unit: 1.0 for palaces ranged from historical relief sculptures Semester: Spring Unit: 1.0 detailing violent military campaigns to whimsical foor mosaics imitating unswept foors. ARTH 319 Seminar. American Art ARTH 331 Seminar. The Art of Northern Europe Prerequisite: 100 or permission of the instructor. Bedell Distribution: Arts, Music, Theatre, Film, Video Topic for 2011-12: The Gilded Age. From the TBA Semester: Spring Unit: 1.0 Prerequisites: 101 or permission of the instructor. glittering society portraits of John Singer Sargent Distribution: Arts, Music, Theatre, Film, Video to the butter sculpture of Caroline Brooks, this ARTH 309 Seminar. Problems in Architectural Semester: TBA Unit: 1.0 course will examine the artistic production of History America’s Gilded Age, those turbulent decades Friedman ARTH 332 Seminar. Topics in Medieval Art in the late nineteenth century of accelerating Topic for 2011-12: The Villa.This seminar will Tohme social change, rampant political corruption, and Topic for 2011-12: At the Crossroads of the examine the architecture, history, and literature of extraordinary accumulations of wealth. Artists Medieval Mediterranean: Southern Italy and the villa, country house, and vacation home from such as Mary Cassatt, James Whistler, William Sicily (1000-1300 CE). antiquity to the present. European and American This seminar focuses on Merritt Chase, Thomas Eakins, Winslow Homer, examples will be studies through in-depth case the art produced in medieval Sicily and Southern and Currier & Ives will figure prominently in histories, with an emphasis on the social and Italy. It considers all aspects of art production, the course. Topics will include the patronage cultural history of the type in various historical from large-scale building projects to metalwork of the robber barons, the allure of Europe and contexts. and textiles. Some of the topics discussed the Far East, the impact of industrialization include the development of pilgrimage sites, the Prerequisites: 228, 229, or 231, or by permission of the and business practices on the arts, and the frag- instructor. eclecticism of Norman Palermo, Byzantine and Distribution: Arts, Music, Theatre, Film, Video mentation of artistic practice into high and low Latin monasticism, the role of patronage, as well Semester: Fall Unit: 1.0 forms. Fieldtrips to museums and other cultural as technological innovations in architecture. institutions. Prerequisite: At least one of the following: 100, 201, 227, ARTH 311 Envisioning Empire Prerequisite: A 200-level course in American art, literature, or 247, 267, or permission of the instructor. Martin history or a 200-level course in nineteenth-century European Distribution: Arts, Music, Theatre, Film, Video NOT OFFERED IN 2011-12. This seminar art, literature or history. Semester: Spring Unit: 1.0 Distribution: Arts, Music, Theatre, Film, Video examines the complex, dynamic relationship Semester: Spring Unit: 1.0 ARTH 336 Seminar. Museum Issues between European art and imperialism and colonialism in the eighteenth and nineteenth Fischman (Davis Museum and Cultural Center) ARTH 320 Seminar. American Architecture NOT OFFERED IN 2011-12. centuries. We will emphasize the active role that This seminar will Friedman examine the art museum, from both a historical visual culture played in shaping, and at times Topic for 2011-12: The Modern City.This undermining, imperial practices, aesthetics, and and a theoretical perspective. Topics will include course will examine a series of case studies, focus- the evolution of the institution and its architec- beliefs. Each week focuses on a different encounter ing on architectural history, urban design, and the between Europeans and a colonial or foreign ter- tures, the philosophical and social implications of growth of cities in the period from 1780 to the categorizing, collecting and display, ethical issues ritory, including India, Africa, the Near and Far present. Topics include: the infuence of Europe East, and North America. Topics include the rep- in museum practice, the rights of the work of art, and Great Britain; the rise of the industrial city; the competing demands of new and traditional resentation of landscape and native populations; the “idea” of modernity, the nature of urban expe- luxury goods and the slave trade; colonial por- stakeholders, and contemporary challenges. The rience; leisure and entertainment; transportation; goal will be to achieve a well-founded and critical traiture and identity; the spectacle of empire; and and sustainable design. the imagery of military conquest and defeat. We understanding of the art museum’s problematic, Prerequisite: 200, 228, 231 or b permission of instructor. will also explore how such contemporary artists as but productive role in structuring and facilitat- Distribution: Arts, Music, Theatre, Film, Video ing experience and knowledge for a variety of Yinka Shonibare and Kara Walker have responded Semester: Spring Unit: 1.0 to the visual history of empire to their work. constituencies. Prerequisite: 100 or 101 or permission of the instructor Prerequisite: 101 or permission of the instructor. required. Preference given to junior and senior art majors. Distribution: Arts, Music, Theatre, Film, Video Distribution: Arts, Music, Theatre, Film, Video Semester: N/O Unit: 1.0 Semester: N/O Unit: 1.0

43 Art/History of Art ARTH 338 Seminar. Topics in Latin Prerequisite: 100 or 101 and one 200-level course, or permis- ancient Egypt and classical antiquity); wall paint- sion of the instructor. ings from various parts of the world, with empha- American Art Distribution: Arts, Music, Theatre, Film, Video Oles Semester: N/O Unit: 1.0 sis on the fresco painting technique; Western NOT OFFERED IN 2011-12. easel painting of the medieval, Renaissance, and Prerequisite: None ARTH 346 Seminar. Poetic Painting in China, later periods; traditional Asian paintings on silk Distribution: Arts, Music, Theatre, Film, Video and paper supports; and modern painting. Units Semester: N/O Unit: 1.0 Korea, and Japan Liu on sculpture will focus on: metal and ceramics, using artifacts from many cultures and periods of ARTH 340/AMST 340 Seminar. Disneyland Poetic painting is a conspicuous visual phenom- enon in East Asian art that at its best is technically time, ranging from ancient China to the Italian and American Culture Renaissance and later. Modern sculptural materi- Bedell superlative and deeply moving. This seminar investigates the development of this lyric mode als, including plastics, will also be introduced. One of the most visited tourist attractions in the Prerequisite: 100 or 101 or by permission of the instructor. world, subject of thousands of books and articles, of painting first in China and then in Korea and Japan from the eighth century to the twentieth Distribution: Arts, Music, Theatre, Film, Video adored by millions, yet reviled by many intellectu- Semester: Fall Unit: 1.0 als, Disneyland has occupied a prominent place through the practices of scholar-officials, emperors in American culture since it opened in 1955. This and empresses, masters in and outside of the ARTH 370 Senior Thesis seminar will examine Disneyland as an expression Imperial Painting Academy, literati artists, and modern intellectuals. Literary ideals and artistic Prerequisite: 360 and permission of department. of middle-class American values, as a locus of Distribution: None corporatism and consumerism, as a postmodern skills, tradition and creativity, patronage and Semester: Fall, Spring Unit: 1.0 venue, as a utopia, and as an infuence upon archi- identity, censorship and freedom of expression, tecture and urban design. In a broader sense, we and other tensions between paintings and poetry/ ARTH 391/CAMS 341 Persuasive Images will use Disney to explore the ideals, the desires, poetry theories will be examined. Berman and the anxieties that have shaped post-World Prerequisite: 100, or permission of the instructor. Visual images have always been enlisted to infu- War II American culture. Students may register for Distribution: Arts, Music, Theatre, Film, Video ence individual and collective decision-making, Semester: Spring Unit: 1.0 either ARTH 340 or AMST 340 and credit will be action, and identity. However, the rise of the mass granted accordingly. media in the nineteenth century, and the multi- ARTH 347 Seminar. Topics in South Asian Art Prerequisite: Permission of the instructor required. plication of visual technologies in the twentieth Enrollment is limited and preference is given to Art and NOT OFFERED IN 2011-12. century, has created unprecedented opportunities American Studies majors. Not open to students who have Prerequisite: 100 or by permission or the instructor. for the diffusion of persuasive images. This semi- taken this course as a topic of AMST 317. Distribution: Arts, Music, Theatre, Film, Video Semester: N/O Unit: 1.0 nar enlists case studies to examine the uses and Distribution: Arts, Music, Theatre, Film, Video or Historical functions of visual images in advertising and pro- Studies Semester: Spring Unit: 1.0 ARTH 350 Research or Individual Study paganda and considers, in particular, graphic arts, photography, film, and other reproductive media. Prerequisite: 100 and 101 or permission of the instructor. ARTH 341 Seminar. The Landscape Painting of Distribution: None It also considers the interplay between elite and China, Korea, and Japan Semester: Fall, Spring Unit: 1.0 popular arts. The goal of the course is to refine our Liu critical understanding and reception of the visual NOT OFFERED IN 2011-12. The landscape ARTH 350H Research or Individual Study world. Students may register for either ARTH 391 or painting of China, Korea, and Japan is among the Prerequisite: 100 and 101 or permission of the instructor. CAMS 341 and credit will be granted accordingly. great traditions of world art. What did it mean? Distribution: None Prerequisite: 200-level courses in Art or Media Arts and How was it used? Why is landscape still a popular Semester: Fall, Spring Unit: 0.5 Sciences. Distribution: Arts, Music, Theatre, Film, Video subject in modern Chinese, Korean, and Japanese Semester: Fall Unit: 1.0 art? Following the development of landscape ARTH 360 Senior Thesis Research painting from the early period to the twentieth Prerequisite: By permission of the department. See Academic century, the course will examine issues such as Distinctions. Courses for Credit Toward Distribution: None landscape and national development, ideology Semester: Fall, Spring Unit: 1.0 the Major and power, landscape as representation of nature, landscape as images of the mind, and the tension Only one of these courses may be counted toward the ARTH 364 Women Filmmakers: History and minimum major or minor. of tradition and creativity in painting landscape. Theory of Subversion Comparisons will be made with Dutch, English, Mekuria AFR 207 Images of Africana People through the and American landscape painting to provide a NOT OFFERED IN 2011-12. A survey of the Cinema global perspective. history of women making films and an explora- AFR 222 Blacks and Women in American Prerequisite: 101 or 240 or permission of the instructor. tion of the issues of representation using films Cinema Distribution: Arts, Music, Theatre, Film, Video directed by women from around the world. We Semester: N/O Unit: 1.0 will review the history and emergence of women/ CAMS 101 Introduction to Cinema and Media Studies ARTH 344 Seminar. Topics in Islamic Art feminist filmmakers and examine the impact of Tohme feminism and feminist film theory on women CAMS 203/CHIN 243 Chinese Cinema (in NOT OFFERED IN 2011-12. filmmakers in particular, and the film industry English) Prerequisite: 101 or permission of the instructor. in general. Required activities include weekly Distribution: Arts, Music, Theatre, Film, Video screenings of films, written analytical reports, and CAMS 205/JPN 256 History of Japanese Cinema Semester: N/O Unit: 1.0 classroom presentations. (in English) Prerequisite: One of the following courses: 224, 225, ARTH CAMS 228 Avant-garde Film ARTH 345 Seminar. Methods of Art History 226/CAMS 207; or WGST 120 or 222; or by permission of Martin the instructor. CAMS 241/WGST 249 Asian American Women NOT OFFERED IN 2011-12. What are the Distribution: Arts, Music, Theatre, Film, Video in Film Semester: N/O Unit: 1.0 ways in which art has been defined, evaluated, CHIN 243/CAMS 203 Chinese Cinema (in theorized, and researched? What assumptions English) underlie the discipline of art history? This semi- ARTH 369 Seminar. Conservation Studies: FREN 222 nar provides a survey of all major approaches to The Materials and Techniques of Painting and French Cinema from the Lumière the critical understanding of visual art. These Sculpture Brothers to the Present: The Formation of include connoisseurship, iconography, Marxism, Newman Modernity psychoanalysis, semiotics, gender and postcolonial This seminar will provide an introduction to the ITAS 261 Italian Cinema (in English) theory, and cultural studies. Critical reading and materials and techniques used by painters and sculptors. Units on painting will focus on: ancient JPN 256/CAMS 205 History of Japanese Cinema intensive class discussion will be emphasized. (in English) Recommended for all majors. painting (from the earliest cave paintings through

44 Art/History of Art PHIL 203 Philosophy of Art Requirements for the Minor Students interested in graduate study in the field of art conservation should consult with the SPAN 265 Latin American Cinema An art history minor must elect a minimum of six department chair regarding requirements for WGST 249/CAMS 241 Asian American Women units. Students considering a minor in Art History entrance into conservation programs. Ordinarily in Film should choose an advisor and work out a program college-level chemistry through organic should of study with her or him. The minimum minor is be elected, and a strong studio art background is comprised of six units according to the following required. History of Art requirements: Requirements for the Major A. ARTH 100 and 101 History of Art/Studio Art B. A minimum of four units above the 100-level. A. ARTH 100 and 101. AP credit will not be Of the four units, one each should be taken in Double Major accepted in fulfillment of this requirement. three of the following four fields: For the double major in art history and studio B. One of the following courses in studio art: 1. Ancient/Medieval or Art before 1400: 201, 202, art, a student must elect ARTH 100-101, six addi- ARTS 105, 106, 108/CAMS 138, 109, 113, 165/ [*227], 241, 242, 243, 267, [268], 332 tional units in art history (following the require- CAMS 135, [204]. 2. Renaissance/Baroque/Rococo or Art of the ments for the art history major, with the added C. A minimum of six further units in history Fifteenth to Eighteenth Centuries: 218, 221, 244, requirement that one course be in modern art) of art to make a total of nine units, which must 246, 251, [259], [305], [310], *311, 325, 330, and eight additional units in studio art (according include distribution requirements. At least two of 331, [*342/CAMS 342] to the requirements in studio art for the studio these must be 300-level courses. major), for a total of 16 units. A minimum of 3. Art of the Nineteenth to Twenty-First Centuries: two courses must be taken at the 300 level in each Among the six units, a student must select one 200, [205], [224], 225, 226/CAMS207, 228, from each of the following four distribution areas: major. At least one course must consider art made 230, 231, 232, [235], 237, *255, [261], 289, before 1500, one must address the history of mod- 1. Ancient/Medieval or Art before 1400: 201, 202 309, *311, *316, 318, 320, [*322], [333], ern or contemporary art, and one must be outside [*227], 241, 242, 243, 267, [268], 332 [334], [335], 338, 340/AMST 340, [*342/ the tradition of Western art. 2. Renaissance/Baroque/Rococo or Art of Fifteenth to CAMS 342], 391/ CAMS 341 the Eighteenth Centuries: 218, 221, 244, 246, 4. Art Outside the European Tradition: [211], Interdepartmental Majors 251, [259], [305], *311, 325, 330, 331, [*342/ [*227], 236, [239], 240, 247, 248, 249, *255, CAMS 342] [258], [264], *316, [*322], [337], 341, 364, The attention of students is called towards 3. Art of Nineteenth to the Twenty-First Centuries: [397] affiliated majors in Architecture, Media Arts and 200, [205], 224, 225, 226/CAMS 207, 228, *Double-listed courses [227], 255, 311, 316, Sciences, Cinema and Media Studies, Medieval/ 230, 231, 232, [235], 237, *255, [261], 289, [322], [342] can be used to fulfill either of the Renaissance Studies, and American Studies. Many 309, *311, *316, 318, 320, [*322], [333], two listed distribution areas but not both. of these interdepartmental programs draw upon courses and faculty based in the Department of [334], [335], 338, 340/AMST 340, [*342/ Normally ARTH345 and 369 do not count CAMS 342], 391/CAMS 341 Art, so students should consult a faculty advisor toward these distribution requirements, but can for more information. 4. Art Outside the European Tradition: [211], count toward the minor or major as additional [*227], 236, [239], 240, 247, 248, 249, *255, courses. Note 258, [264], *316, [*322], [337], 341, 364, Furthermore, at least four of the six units must be [397] taken at Wellesley College. At least two of the six For the purposes of meeting the “18 units” *Double-listed courses [227], 255, 311, 316, units must be 300-level courses. Only one cross- requirement (See Academic Program, Other [322], [342] can be used to fulfill either of the listed course may be counted towards the minor. Requirements or Articles of Legislation, Book two listed distribution areas but not both. A 350 will not count toward the minor. II, Article I, Section 8, A), art history and studio Normally ARTH 299, 345 and 369 do not count art are considered separate departments. Courses toward these distribution requirements. ARTH Honors in studio art are counted as units “outside the 345and 369 do count toward the major. department” for art history majors. Courses in art A Senior Thesis in Art History engages a topic history are counted as courses “outside the depart- If approved by the department chair, up to three involving substantial, independent, year-long ment” for studio art majors. (one studio, two art history) courses elected research, normally resulting in a polished profes- at other institutions may be used to meet the sional paper of between 50-100 pages in length. Studio Art distribution requirement. Courses from two-year For a student who has a clear idea of what she colleges will not be credited to the major. wants to investigate, a well-considered plan of Due to the nature of studio-based investigation, Although the department does not encourage research, and a willingness to accept the respon- enrollment in all studio art courses is limited and over-specialization, by careful choice of related sibility of working independently, a senior thesis prerequisites apply. courses a student may plan a field of concentra- can be a rewarding experience. Candidates for A portion of every 100 level studio art course has tion emphasizing one period or area. Students Departmental Honors in Art History complete a space reserved for first year students. Sophomores, interested in such a plan should consult the senior thesis in two units of independent study/ juniors, and seniors may enroll in these courses, department as early as possible. Art majors are also thesis (ARTH 360, 370) undertaken in the Fall but are required to submit an application to the encouraged to take courses in the language, cul- and Spring of the senior year. Admission to the art department (via the web site) prior to regis- ture, and history of the areas associated with their honors program in the Department is open to stu- tration to obtain permission of the instructor. specific fields of interest. dents who complete the following requirements: a Prospective majors in Studio Art, Architecture, History of Art Minimum Major 3.6 GPA in the major; a minimum of five units in MAS, Art History, or CAMS are strongly encour- Only one related course may be counted toward Art History above the 100 level. Four of the five aged to submit an application prior to registration the minimum major. No more than one unit of units must be taken in the Department, and one and will be given priority. Non-majors are also 350 credit may be counted towards the minimum of the five units must be at the 300 level in the welcome in these courses as space allows. Department. major. Ordinarily, no more than three units of Please note that any student registered for a stu- transfer credit (one studio, two art history) may be dio art course must attend the first class session counted toward the minimum major. Graduate Study in order to retain her spot in the course. Once For students considering graduate study in the his- classes begin, students must obtain permission tory of art, ARTH 345 is strongly recommended. of the instructor in order to be added to the class Graduate programs in the history of Western list. Those who are unable to register initially are art require students to pass exams in French and encouraged to attend the first class session to see if German. Graduate programs in the history of a spot becomes available. Asian art require Chinese and/or Japanese.

45 Art/Studio Art ARTS 105 Drawing I Prerequisite: None. Permission of the instructor required for ARTS 210 Color sophomores, juniors, and seniors. Submit application via the Staf, Siebel Art Department web site before registration. Lieu An introduction to the fundamentals of drawing Distribution: Arts, Music, Theatre, Film, Video This course attempts to demystify the study of with attention to the articulation of line, shape, Semester: Spring Unit: 1.0 color. Working with colored papers and collage, form, gesture, perspective, and value. Studio work we explore the characteristics and potentials of introduces a range of traditional drawing tools ARTS 113 Three-Dimensional Design color through careful observation and comparison. and observational methods while exploring a Mowbray In a series of interrelated exercises we examine and variety of approaches to image making and visual This introductory course explores the basic formal define hue, value, and intensity and the ways in expression. In-class drawing exercises and weekly and spatial considerations when working with which colors interact. Emphasis on cumulative homework assignments address a range of subjects three-dimensional structure and form. Studio studies through which students devise a visual with brief attention given to the human figure. projects incorporate a range of materials and vocabulary, balancing an intellectual experience Required course for all studio art and architecture methods of visualization. Outside assignments and with the intuitive environment. majors. class discussions are aimed towards helping stu- Prerequisite: None Prerequisite: None. Permission of the instructor required for dents enhance their creativity and spatial aware- Distribution: Arts, Music, Theatre, Film, Video sophomore, juniors, and seniors. Submit application via the ness while acquiring sensitivity for placement, Semester: Summer Unit: 1.0 Art Department web site before registration. process, and materials. Strongly recommended for Distribution: Arts, Music, Theatre, Film, Video those interested in sculpture, architecture, installa- ARTS 216 Spatial Investigations Semester: Fall, Spring, Summer Unit: 1.0 tion art, and/or product design. Mowbray A mixed media course designed for architecture ARTS 106 Introduction to Chinese Painting Prerequisite: None. Permission of the instructor required for sophomore, juniors, and seniors. Submit application via the and studio art majors wishing to strengthen their Meng Art Department web site before registration. visual, creative and spatial responsiveness. Class This course introduces the basic concepts and Distribution: Arts, Music, Theatre, Film, Video work explores various forms of drawing in two techniques of traditional Chinese painting. Class Semester: Fall, Summer Unit: 1.0 and three dimensions, including architectural activities will emphasize the theoretical and drafting, fixed viewpoint perspective, mapping, aesthetic principles associated with the use of ARTS 165/CAMS 135 Introduction to Video modeling, some digital work, and temporary brushstroke, composition, ink, and color. Subjects Production site-built installations. Following a series of studio include Chinese calligraphy as well as the three Mekuria projects and discussions considering issues of major categories of traditional Chinese painting: Introduction to the principles of video production space and place, each student produces a self- fower and bird, mountain and river, and figure with emphasis on developing basic skills of record- directed final project.Studio fee of $35. painting. Weekly studio assignments introduce a ing with a video camera, scripting, directing, and Prerequisite: 105 range of techniques, and by the end of the term editing short videos. Students may register for either Distribution: Arts, Music, Theatre, Film, Video students compose their own paintings in a tradi- ARTS 165 or CAMS 135 and credit will be granted Semester: Spring Unit: 1.0 tional Chinese manner. accordingly. Prerequisite: None. Permission of the instructor required for Prerequisite: None. Permission of the instructor required for ARTS 217 Life Drawing sophomore, juniors, and seniors. Submit application via the sophomore, juniors, and seniors. Submit application via the Harvey Art Department web site before registration. Art Department web site before registration. Understanding the human figure by direct obser- Distribution: Arts, Music, Theatre, Film, Video Distribution: Arts, Music, Theatre, Film, Video Semester: Fall, Spring Unit: 1.0 Semester: Fall, Spring Unit: 1.0 vation of and drawing from the model. A highly structured approach with emphasis on finding ARTS 108/CAMS 138 Photography I ARTS 207 Sculpture I a balance between gestural response and careful Kelley Mowbray measurement. Rigorous in-class drawings as well This introductory course explores photography as An exploration of sculptural concepts through the as homework assignments. Dry and wet media as a means of visual communication by producing completion of projects dealing with a variety of well as work on a variety of scales. Recommended and analyzing photographic images. Emphasis is materials including clay, wood, plaster, stone, and for architecture majors as well as studio art stu- on acquiring basic black-and-white technical skills metals, with an introduction to basic foundry pro- dents who intend to do further work from the with 35mm cameras and traditional darkroom cesses. Emphasis on working from direct observa- figure. practices. Class discussions and studio projects tion of the model. Studio fee of $50. Prerequisite: 105 Distribution: Arts, Music, Theatre, Film, Video address a range of technical, compositional, and Prerequisite: 105 or 113 or permission of the instructor Semester: Spring Unit: 1.0 aesthetic issues fundamental to image-making. required. Distribution: Arts, Music, Theatre, Film, Video Strong emphasis is on the development of both a ARTS 218 Introductory Painting technical grasp of the tools and a critical awareness Semester: Fall Unit: 1.0 Harvey, Siebel of the medium through assignments and critiques. An introduction to the fundamental issues of Students may register for either ARTS 108 or CAMS ARTS 208/CAMS 238 Photography II painting, emphasizing color, composition, and 138 and credit will be granted accordingly. Kelley Building on the foundation of ARTS 108/CAMS paint manipulation through direct observation. Prerequisite: None. Permission of the instructor required for Outside assignments, slide presentations, and class sophomore, juniors, and seniors. Submit application via the 138, initial digital camera and scanning tech- Art Department web site before registration. niques are introduced to provide a background discussions aimed towards helping students gain Distribution: Arts, Music, Theatre, Film, Video in color image production through use of the technical skills, visual sophistication, and critical Semester: Fall, Spring, Summer Unit: 1.0 inkjet printer. Using the traditional wet darkroom, awareness. Students paint from a variety of sub- students will explore the medium format camera jects, including the self-portrait and still life. ARTS 109 Two Dimensional Design and advanced developing and printing processes. Prerequisite: 105 or 109 or permission of the instructor Lieu Other techniques include lighting equipment and required. This foundational studio course addresses the metering. Strong emphasis is on the development Distribution: Arts, Music, Theatre, Film, Video issue of composition in two-dimensional media. of a personal photographic vision and a critical Semester: Fall, Spring Unit: 1.0 It focuses on the fundamental elements of visual awareness of the medium and its history through ARTS 219 Introductory Print Methods: design (e.g., line, shape, value, space, color) and research and critiques. Students may register for Lithography/Monotype their function in the process of composing a either ARTS 208 or CAMS 238 and credit will be page or image. Studio projects emphasize visual granted accordingly. Studio fee of $35. NOT OFFERED IN 2011-12. An introduction problem-solving skills as a means of achieving Prerequisite: ARTS 108/CAMS 138 or permission of the to the central concepts of printmaking, using more effective communication. Class discussions instructor required. planographic printing methods such as stone and and weekly assignments explore a range of media, Distribution: Arts, Music, Theatre, Film, Video plate lithography, image transfers, and monotype. including digital processes. Recommended for Semester: Fall Unit: 1.0 Students develop visual and creative fexibility those interested in pursuing any type of two- through hands-on work with image sequences, dimensional work, including painting, photogra- text, and multiples. Several assignments explore phy or Web design. color layering and some incorporate digital meth- ods. Students participate in a collaborative print

46 Art/Studio Art exchange in addition to completing individual ARTS 250H Research or Individual Study the use of both traditional light sensitive and projects. Normally ofered in alternate years. ARTS digital methodologies are explored. Advanced Prerequisite: Open to qualified students by permission of the 219 and 220 are complementary courses addressing instructor and department chair. photographic techniques and equipment will be similar concepts but diferent printing techniques and Distribution: None presented to solve visual problems arising from may be elected in either order. Studio fee of $35. Semester: Fall, Spring Unit: 0.5 each student’s work. Continued emphasis is placed Prerequisite: 105 or 109 or permission of the instructor on research into the content and context of the required. ARTS 255 Dynamic Interface Design photographic image in contemporary practice Distribution: Arts, Music, Theater, Film, Video Olsen through gallery visits, guest lecturers, and library Semester: N/O Unit: 1.0 Critical examination of the expanding field of work. Students may register for either ARTS 308 or information and interface design for interactive CAMS 338 and credit will be granted accordingly. ARTS 220 Introductory Print Methods: media. Emphasis will be on effective visual com- Studio fee of $35. Intaglio/Relief munication, information design and creative Prerequisite: ARTS 208/CAMS 238, and either 109, ARTS McGibbon content within online media. Hands-on produc- 221/CAMS 239, or permission of the instructor required. An introduction to the central concepts of print- tion will focus on design methods, multimedia Distribution: Arts, Music, Theatre, Film, Video making using intaglio and relief methods such as web, vector-based media, and dynamic audio. Semester: N/O Unit: 1.0 copperplate etching and woodcut. Students devel- Screenings and discussions on contemporary prac- op visual and creative fexibility through hands-on tices, theoretical, artistic and cultural issues. ARTS 313 Virtual Form work with image sequences, text, and multiples. Olsen Prerequisite: ARTS 108 /CAMS 138, ARTS 109 and CS Several projects explore color, typography, as 110 or 111 Introduction to the design and production of well as digital methods. Students participate in Distribution: Arts, Music, Theatre, Film, Video three-dimensional objects and spaces using a collaborative print exchange in addition to Semester: Spring Unit: 1.0 industry-standard modeling software. Overview of completing individual projects. Normally ofered in basic modeling, surface design, and camera tech- alternate years. ARTS 219 and 220 are complemen- ARTS 260/CAMS 230 Moving Image Studio niques. Emphasis on creative application of the tary courses addressing similar concepts but diferent Olsen media, in relation to architectural, experimental techniques and may be elected in either order. Studio NOT OFFERED IN 2011-12. Creative explora- and time-based forms. Screenings and lectures on fee of $35. tion of the moving image as it relates to digital traditional and contemporary practices, coupled Prerequisite: 105 or 109 or permission of the instructor methods of animation, video, and motion graph- with readings and discussions of the theoretical, required. ics. Hands-on production of audio, image, text, artistic, and cultural issues in the virtual world. Distribution: Arts, Music, Theater, Film, Video and time-based media synthesis, with a conceptual Normally ofered in alternate years. Semester: Fall Unit: 1.0 emphasis on nonlinear narrative, communica- Prerequisites: 113 or MIT 4.11. Strong computer familiarity tion design and visual expression. Screenings and needed. ARTS 221/CAMS 239 Digital Imaging lectures on historical and contemporary practices, Distribution: Arts, Music, Theatre, Film, Video Olsen, TBA coupled with readings and discussions of the theo- Semester: Spring Unit: 1.0 Introduction to artistic production through retical, artistic, and cultural issues in the moving electronic imaging, manipulation and output. image. Normally ofered in alternate years. Students ARTS 314 Advanced Drawing Emphasis on expression, continuity, and sequen- may register for either ARTS 260 or CAMS 230 and TBA tial structuring of visuals through the integration credit will be granted accordingly. Aimed towards studio art and architecture majors of image, type and motion. Image output for wishing to strengthen their visual, conceptual and Prerequisite: ARTS 108/CAMS 138 or ARTS 165/CAMS print, screen, and adaptive surfaces are explored 135 or ARTS 221/CAMS 239 spatial fexibility in drawing. Building upon meth- in conjunction with production techniques of Distribution: Arts, Music, Theatre, Film, Video ods introduced in previous courses, this studio image capture, lighting and processing. Lectures Semester: N/O Unit: 1.0 reconsiders drawing as a process of visual thinking and screenings of historic and contemporary uses as well as an art form. Classwork includes observa- of technology for artistic and social application of ARTS 265/CAMS 235 Intermediate Video tional exercises including various systems of visual electronic imaging. Students may register for either Production/The Documentary Form perspective, technical experimentation including ARTS 221 or CAMS 239 and credit will be granted Mekuria work in color, sketchbooks, critiques, and field accordingly. Studio fee of $35. An exploration of the techniques and styles of trips. Following a period of interactive studio Prerequisite: ARTS 108/CAMS 138 or ARTS 109 or permis- producing documentary videos. We will survey research, exploration and dialogue, each student sion of instructor current issues surrounding objectivity and repre- completes a body of self-directed work. ARTS 314 Distribution: Arts, Music, Theater, Film, Video sentation as it concerns the documentary form. may be repeated, ordinarily for a maximum of two Semester: Fall, Spring, Summer Unit: 1.0 Strong emphasis on storytelling. Special focus on semesters. lighting, sound recording, and editing. We will Prerequisite: 105 and one of the following: 109, 216, 217 or ARTS 222 Introductory Print Methods: screen and analyze various styles of documentary MIT 4.11 or permission of the instructor required. Typography/Book Arts films. Final projects will be short documentaries. Distribution: Arts, Music, Theater, Film, Video Ruffin (Book Arts Lab, Clapp Library) Students may register for either ARTS 265 or CAMS Semester: Fall Unit: 1.0 NOT OFFERED IN 2011-12. This studio course 235 and credit will be granted accordingly. explores the relationship between text and image ARTS 315 Advanced Painting Prerequisite: ARTS 165/CAMS 135 or permission of the through relief printing techniques and innovative instructor required. Harvey book structures. Studio projects will include the Distribution: Arts, Music, Theatre, Film, Video Each student will spend time exploring further the production of limited edition artist’s books that Semester: Spring Unit: 1.0 issues of color, composition, paint handling, and focus on the interplay of two and three dimen- subject matter. This studio course is designed to sions in the book form. Emphasis will be placed ARTS 307 Sculpture II provide advanced students with the opportunity on creative problem solving within the limitations Mowbray of sharing their painting practice, benefit from an of technology, and on the importance of the act of Continuation on a more advanced level of sculp- intensive and informed creative dialogue while revision. Class sessions in the Papermaking Studio tural issues raised in ARTS 207. Projects include developing projects that aim to challenge the pre- and Special Collections will augment intensive working from the figure, metal welding or wood established expectation of the painting discipline. studio work in Clapp Library’s Book Arts Lab. construction, and metal casting in the foundry as Advanced painting is a project-based course. The Prerequisite: 105, ARTS 108/CAMS 138, or 109 well as stone carving. Studio fee of $50. course will function in a seminar fashion where Distribution: Arts, Music, Theatre, Film, Video Prerequisite: 207, ARTS216, or permission of the instructor topics will be formulated and students will be Semester: N/O Unit: 1.0 required. asked to develop independent projects around Distribution: Arts, Music, Theatre, Film, Video them. In addition, students will be required to ARTS 250 Research or Individual Study Semester: Spring Unit: 1.0 establish and develop personal imagery and an Prerequisite: Open to qualified students by permission of the individual vocabulary. ARTS 315 may be repeated, instructor and department chair. ARTS 308/CAMS 338 Photography III ordinarily for a maximum of two semesters. Distribution: None NOT OFFERED 2011-12. Advanced explora- Semester: Fall, Spring Unit: 1.0 tions of aesthetic and content issues through

47 Art/Studio Art Prerequisite: 218 or permission of the instructor required. ARTS 360 Senior Thesis Research to concentrate on advanced studio course work Distribution: Arts, Music, Theatre, Film, Video and independent projects during the senior year. Semester: Spring Unit: 1.0 Prerequisite: By permission of department. See Academic Distinctions. All prospective majors and minors should obtain a copy of the art department course guide from ARTS 317 Seminar. Topics in the Visual Arts Distribution: None Semester: Fall, Spring Unit: 1.0 the art office or departmental Web site for a more Olsen comprehensive discussion of their options. Each Topic for 2011-12: Collaborations. This studio- ARTS 365/CAMS 335 Advanced Video year a number of professional artists visit the based seminar will explore various modes of col- Production campus and Studio Art majors are advised to take laborative working practices using both traditional Mekuria advantage of these opportunities for interaction. and new media techniques. Our lectures, readings, An intensive course in story development, writing and discussions will address questions about screenplay, directing actors and technical crew, Transfer Credit authorship, authenticity and the idea of the artist and producing short, dramatic or mixed-genre as a “singular genius” in light of the many forms videos. Rigorous work on advanced camera Normally, no more than three units of transfer of contemporary art that would be impossible to operation, lighting, sound recording, and editing credit (two in studio art, one in art history) may create without the active engagement of others. techniques. We will screen and analyze short films be applied towards the minimum requirements of Intended for juniors and seniors pursuing studio and sample screenplays. Course requires strong the major or minor. To obtain credit in the major Studio art, architecture, CAMS and MAS majors. organizational and directorial aptitude. The final for a studio course taken elsewhere, students fee of $35. projects will be short narrative, experimental, or must present a portfolio of work produced in that Prerequisite: 101 and four studio courses with at least one at mixed-genre videos. Students may register for either course to the director of studio art for assessment. the 300 level, or permission of instructor. Note that AP or IB courses may not be counted Distribution: Arts, Music, Theater, Film, Video ARTS 365 or CAMS 335 and credit will be granted Semester: Fall Unit: 1.0 accordingly. towards fulfillment of a Studio Art major or Prerequisite: ARTS 165/CAMS 135, ARTS 265/CAMS 235, minor. ARTS 321 Advanced New Media or permission of the instructor. Distribution: Arts, Music, Theatre, Film, Video NOT OFFERED IN 2011-12. Various topics in Semester: Fall Unit: 1.0 Honors New Media are explored through research, creative Honors in Studio Art is earned by the demonstra- activity, and theoretical discussion. Topics address ARTS 370 Senior Thesis tion of excellence in both coursework and a self- historical as well as contemporary issues that Prerequisite: 360 and permission of department. directed senior thesis project. A Studio Art thesis bridge art and technology. Lectures on the historic Distribution: None consists of a sustained body of visual work pro- and contemporary practices of intermedia artists, Semester: Fall, Spring Unit: 1.0 duced over two semesters, culminating in a formal designers, thinkers and scientists, coupled with exhibition in the Jewett Arts Center Galleries, and readings and discussions. Collaboration is encour- Studio Art accompanied by a 15-20 page paper documenting aged between Studio Art, Music, CAMS, Media the development of the project. Seniors who have Arts, Theater and Computer Science students. Requirements for the Major completed all foundational requirements in the Prerequisite: Two 200-level courses in the field and permis- major and have a grade point average of at least A. ARTH 100 and 101. There is no exemption sion of instructor. File application found on the department 3.5 in studio courses above the 100 level may Web site before preregistration. from this requirement by Advanced Placement, or propose a thesis project for honors. If approved, Distribution: Arts, Music, Theater, Film, Video by IB, or by an exemption examination. Semester: N/O Unit: 1.0 this yearlong project is guided by a studio faculty B. ARTS 105 member and assessed periodically by the full ARTS 322 Advanced Print Concepts C. Any two of the following: ARTS 106, studio faculty. The gallery exhibitions and thesis McGibbon, Ruffin ARTS 108/CAMS 138, ARTS109, ARTS113, paper is reviewed by an orals thesis committee in A team-taught, conceptually driven studio explor- ARTS165/CAMS 135 the spring in order to determine honors. A Studio ing the intersection of image, text, and subtext in D. One additional art history course addressing Art major interested in pursuing an honors project printed matter. Designed for students interested twentieth century or contemporary art should discuss her ideas with a potential thesis in typography as well as the interplay of two and advisor in the spring of her junior year, and take at E. Five additional studio courses must be taken three-dimensional forms, this class will utilize least one advanced course in her proposed media above the 100 level. At least two of these must be the Book Arts Lab in Clapp Library as well as concentration before the senior year. More specific at the 300 level. Some 300-level studio art courses the Papermaking and Printmaking Studios of guidelines are available in the Art Department. may be elected more than once for credit in the PNW. Readings, discussions and field trips will major. consider the possibilities of sequential imagery and Graduate Study printed multiples, from the handmade book to F. Formal presentation of an independent, thesis, the site-based project. Class projects will employ or advanced studio project in a senior exhibition. In addition to developing a strong, independent a combination of digital and analog printing portfolio of visual work, students considering methods. Following a period of interactive studio Requirements for the Minor graduate study in the studio arts should seek research, exploration and dialogue, each student additional course work in art history and related will develop a body of self-directed work. Studio A studio art minor must elect a minimum of seven areas, especially in courses that address twentieth- fee of $35. units consisting of ARTH 101, ARTS 105, one century art, philosophy, and visual culture. Since Prerequisite: One or more of the following: 219, 220, ARTS unit of either ARTS 106, ARTS 108/CAMS 138, contemporary art often addresses interdisciplinary 221/CAMS 239, 222, or by permission of the instructors. ARTS 109, ARTS 113, or ARTS 165/CAMS 135, issues, students are encouraged to discuss the Distribution: Arts Music, Theater, Film, Video plus four additional units in studio art, one of breadth of their course selections with their studio Semester: Spring Unit: 1.0 which is at the 300 level (250s and 350s exclud- advisor. ed). For students who entered Wellesley prior to ARTS 350 Research or Individual Study the fall of 2009, a studio art minor consists of six Teacher Certifcation Prerequisite: 200-level work in the field and permission of units of studio art, as outlined above. the instructor required. Students interested in obtaining certification to Distribution: None teach art in the Commonwealth of Massachusetts Semester: Fall, Spring Unit: 1.0 Additional Information should consult the director of studio art and the Prospective studio art majors and minors should chair of the Department of Education. ARTS 350H Research or Individual Study complete all 100-level art requirements (including Prerequisite: 200-level work in the field and permission of ARTH 100 and 101) during their first two years the instructor required. at Wellesley in order to establish a fexible visual Distribution: None Semester: Fall, Spring Unit: 0.5 foundation before concentrating in a particular medium or studying abroad. Given that many studio courses have prerequisites, students are advised to pace their selections so as to be ready

48 Art/Studio Art ASTR 100 Life in the Universe Prerequisite: Fulfillment of the basic skills component of the Department of Astronomy Quantitative Reasoning requirement. Not open to students Watters who have taken 100L or 101. Professor: Bauer, French, McLeod (Chair) This course investigates the origin of life on the Distribution: Mathematical Modeling or Natural and earth and the prospects for finding life elsewhere Physical Science. Satisfies laboratory requirement. Assistant Professor: Watters in the cosmos, and begins with an overview of the Semester: Fall, Spring Unit: 1.0 Instructor in Astronomy Laboratory: Slivan earth’s place in the solar system and the universe. Astronomy is the study of the universe—from The course examines the early history of the earth ASTR 107 First-year Seminar: Extrasolar Planet planets and stars to the Milky Way and distant and the development of life, changes in the sun Research with Laboratory galaxies, from the instant of the Big Bang to the that affect the earth, characteristics of the other McLeod current era of rapid expansion and beyond to objects in our solar system and their potential for This Seminar gives first year students a chance to the distant future. Modern astronomers rely on supporting life, the detection of planets around “learn science by doing science” in the explod- careful observations of the cosmos and on their stars other than the sun, and the search for extra- ing field of extrasolar planets, i.e. planets that understanding of physical laws to make sense of terrestrial life. Some nighttime observing will be orbit stars other than our Sun. There are many our often baffling, but always fascinating universe. required. hundreds of such planets known, and the number The astronomy curriculum emphasizes hands-on Prerequisite: Fulfillment of the basic skills component of the is growing all the time with the launch of new observations at the Whitin Observatory, using a Quantitative Reasoning requirement. Not open to students spacecraft and ground-based telescope projects. feet of small telescopes in introductory courses who have taken 100L. Students will develop an understanding of the Distribution: Natural and Physical Science physics needed to detect and understand such and the 24-inch research telescope for advanced Semester: Fall, Spring Unit: 1.0 classes and student research. The underlying systems, and will participate in several bona-fide research efforts. Projects will include data taken physical principles of astronomy are elucidated ASTR 100L Life in the Universe with at all levels, from introductory courses for non- with our 24” research telescope and its astronomi- Laboratory cal camera, along with data from other telescopes science majors to upper level classes in advanced Watters astrophysics. and the internet. Students considering a major Please refer to description for ASTR 100 except in science are especially encouraged to elect this Goals for the Major includes an evening laboratory at the observatory. course. Evening laboratory at the observatory. ••For students intending to pursue a Ph.D. Weekly hands-on astronomy laboratory intro- Mandatory credit/noncredit. in Astronomy, we offer, jointly with the duces visual observing and astronomical imaging, Prerequisite: Open to first-year students only. Fulfillment of Department of Physics, a major in Astrophysics. including both historical (visual, film astrophotog- the basic skills component of the Quantitative Reasoning For students interested in other pursuits, such raphy, darkroom) and modern (electronic imag- requirement. as education, journalism, computing, and ing) equipment and techniques. Labs are shared Distribution: Natural and Physical Science or Mathematical with ASTR 101L. Modeling public outreach in museums, we offer a major Semester: Spring Unit: 1.0 in Astronomy. Majors in Astronomy will have a Prerequisite: Fulfillment of the basic skills component of the Quantitative Reasoning requirement. Not open to broad understanding of the varied phenomena ASTR 108 First-year Seminar: Discovering Our in the heavens, from the solar system and stars students who have taken 100 or 101L. Satisfies laboratory requirement Universe with Laboratory to the realm of galaxies and the large-scale Distribution: Natural and Physical Science. Satisfies the labo- McLeod structure and evolution of the universe. They ratory requirement. This Seminar leads students through hands-on will understand the motions of the night sky, be Semester: Fall, Spring Unit: 1.0 exploration of the structure of the universe and familiar with modern observational techniques our place within it. We will measure the size, ASTR 101 Introduction to Stars, Galaxies, and and computational tools, and have carried out shape, and spin of the earth by using simple Cosmology an independent project using our 24-inch tele- homemade instruments to observe the sky. We scope. They will have the problem solving and Bauer will learn to use Wellesley’s own telescopes to critical thinking skills necessary to understand This course examines the life stories of stars, from explore the arrangement and contents of our own astronomical research, and the ability to com- birth in clouds of gas and dust, through placid Solar System. Finally, we will determine our place municate these results with clarity and precision, middle age, to violent explosive demise, leaving within the Milky Way galaxy and the universe both orally and in writing. white dwarfs, neutron stars, or black holes. It also using data obtained from the National Virtual ••The astronomy department offers several intro- explores the makeup and structure of galaxies, Observatory. No prior experience in astronomy ductory courses especially geared toward the which contain billions of stars and are racing is required, but algebra and trigonometry will nonscience major. ASTR 100 and 101 are broad away from each other as part of the overall expan- be used. Evening laboratory at the observatory. survey courses that may be taken in any order, sion of the universe. Finally, it presents modern Mandatory credit/noncredit. cosmological models for the origin and ultimate and either one may be taken with a nighttime Prerequisite: Open to first-year students only. Fulfillment of lab. First year students considering a major in a fate of the universe. The course emphasizes the the basic skills component of the Quantitative Reasoning science might instead elect one of our First Year interaction of observations and the mathematical requirement. Seminars emphasizing hands-on astronomy. models developed from these data. Some night- Distribution: Natural and Physical Science or Mathematical time observing will be required. Modeling ASTR 206 fulfills the Quantitative Reasoning Semester: Fall Unit: 1.0 overlay course requirement. Prerequisite: Fulfillment of the basic skills component of the Quantitative Reasoning requirement. Not open to students A Note on Facilities who have taken 101L. ASTR 201 Motions in the Sky: Students with disabilities are welcome in all Distribution: Mathematical Modeling or Natural and Archaeoastronomy and the Copernican Physical Science Revolution astronomy department courses, including those Semester: Fall, Spring Unit: 1.0 with laboratories. The Whitin Observatory has Bauer This course examines the motions of the sun, telescopes accessible to students with mobility ASTR 101L Introduction to Stars, Galaxies, moon, and planets in the sky and how humans related disabilities, including six outdoor tele- and Cosmology with Laboratory have interpreted them through time. Archaeo­ scopes for 100-level courses and the computer- Bauer controlled 24” telescope used for upper level astronomy is the study of astronomical knowledge Please refer to description for ASTR 101 except in a culture as revealed through the archaeological courses and independent research. Other accom- includes an evening laboratory at the observatory. modation requests can be made by contacting record, written records, and ethnography. We will Weekly hands-on astronomy laboratory intro- discuss the archaeoastronomy of several cultures, Disability Services, or by meeting with the duces visual observing and astronomical imaging, instructor. including the Mayans and the Anasazi. We will including both historical (visual, film astrophotog- follow the beginnings of modern astronomy from See description of the Whitin Observatory and its raphy, darkroom) and modern (electronic imag- the ancient Greeks through the Copernican revo- equipment. ing) equipment and techniques. Labs are shared lution and Newton’s formulation of the laws of with ASTR 100L. motion. Normally ofered in alternate years.

49 Astronomy Prerequisite: Any 100-level astronomy course, and familiarity camera system on the 24" telescope. Work will consult with faculty about choosing electives with trigonometric functions. involve daytime planning, training, and project and research opportunities appropriate for their Distribution: Natural and Physical Science Semester: Fall Unit: 1.0 development work as well as nighttime observing. fields of study. For example, students interested in Mandatory credit/non-credit. earth science should elect ASTR 203/GEOS 213 ASTR 203/GEOS 213 Planetary Geology Prerequisite: Any 100-level course in Astronomy or permis- (Planetary Geology) and add courses in geosci- Bauer sion of instructor ences and chemistry. Students working towards Distribution: None teacher certification would add courses in other NOT OFFERED IN 2011-12. OFFERED IN Semester: N/O Unit: 0.5 2012-13. Spacecraft observations have revealed sciences and in education, and might coordinate a breathtaking diversity of geologic features in their fieldwork with ASTR 350, while those plan- ASTR 301 Seminar. Topics in Multiwavelength ning to enter the technical workforce might elect the solar system, from ancient river valleys on Astronomy Mars and violent volcanic eruptions on Io to ice additional courses in computer science. Students NOT OFFERED IN 2011-12. OFFERED IN planning to pursue graduate study in astronomy fountains on Enceladus and the complex surfaces 2012-13. of comets and asteroids. From a comparative should instead elect an interdepartmental major in Prerequisite: 206 or permission of the instructor. Astrophysics. point of view, this course examines the formation Distribution: Natural and Physical Science and evolution of the planets and small bodies in Semester: N/O. Offered in 2012-2013. Unit: 1.0 the solar system. Topics will include: volcanism, Requirements for the Minor tectonic activity, impacts, and tides. Students may ASTR 311/PHYS 311 Elements of Astrophysics A minor in astronomy (five units) consists of: any register for either ASTR 203 or GEOS 213 and McLeod 100-level course in ASTR; 206, 301; and two credit will be granted accordingly. Normally ofered Astrophysics is the application of physics to the additional units in astronomy. in alternate years. study of the universe. We will use elements of Prerequisite: Fulfillment of the basic skills component of mechanics, thermodynamics, electromagnetism, the Quantitative Reasoning requirement and any 100-level quantum mechanics, special relativity, and nuclear Honors ASTR or GEOS course. physics to investigate selected topics such as Distribution: Natural and Physical Science planets, the life stories of stars and galaxies, dark To earn honors in the major, students must have Semester: N/O. Offered in 2012-2013. Unit: 1.0 matter, and the origin of the universe. Our goals a grade point average of at least 3.5 in all work in will be to develop insight into the physical under- the major field above the 100-level; the depart- ASTR 205 Relativity and Cosmology pinnings of the natural world, and to develop a ment may petition on her behalf if her GPA in NOT OFFERED IN 2011-12. OFFERED IN “universal toolkit” of practical astrophysical tech- the major is between 3.0 and 3.5. The student 2012-13. Einstein’s theories of space and time niques that can be applied to the entire celestial must complete a significant research project cul- have brought about a fundamental change in our menagerie. These tools include scaling analysis, minating in a paper and an oral examination. The conceptual understanding of the universe. Using numerical solutions to complex problems, and project must be conducted after the junior year trigonometry and algebra, this course explores other research approaches advanced in professional and approved in advance by the department, and special and general relativity, space travel, black literature. Students may register for either ASTR 311 might be satisfied by a thesis, a summer intern- holes, gravitational lensing, galaxy evolution, dark or PHYS 311 and credit will be granted accordingly. ship, or a 350. See Academic Distinctions. matter, and the expanding universe. Normally Normally ofered in alternate years. ofered in alternate years. Prerequisite: PHYS 202 and [203] or 207, or permission of Prerequisite: 101, 108, or permission of the instructor. the instructor. Distribution: Mathematical Modeling or Natural and Distribution: Mathematical Modeling or Natural and Physical Science Physical Science Semester: N/O. Offered in 2012-2013. Unit: 1.0 Semester: Spring Unit: 1.0

ASTR 206 Astronomical Techniques with ASTR 350 Research or Individual Study Laboratory Prerequisite: By permission of department. McLeod Distribution: None This course provides an introduction to modern Semester: Fall, Spring Unit: 1.0 methods of astronomical observation. Students will learn to use the Whitin Observatory’s 24-inch ASTR 360 Senior Thesis Research research telescope. Topics include: planning obser- Prerequisite: By permission of department. See Academic vations, modern instrumentation, and the acquisi- Distinctions. tion and quantitative analysis of astronomical Distribution: None Semester: Fall, Spring Unit: 1.0 images. This course requires substantial nighttime telescope use and culminates with an independent ASTR 370 Senior Thesis observing project. Prerequisite: 360 and permission of department. Prerequisite: Any 100-level course in Astronomy with Distribution: None Laboratory Semester: Fall, Spring Unit: 1.0 Distribution: Mathematical Modeling or Natural and Physical Science. Fulfills the Quantitative Reasoning overlay course requirement. Courses for Credit Toward Semester: Fall Unit: 1.25 the Major ASTR 250GH Group Projects: Exploring and Expanding the Capabilities of Wellesley’s PHYS 202 Introduction to Quantum Mechanics Telescopes and Thermodynamics with Laboratory NOT OFFERED IN 2011-12. Students will PHYS 216 Mathematics for the Sciences II engage in a guided exploration of the use of Whitin Observatory’s suite of telescopes. They Requirements for the Major will then conduct group projects to assist faculty in efforts to expand the usage and capabilities The Astronomy Major consists of 10 courses. of these telescopes. Possible projects this year Required courses include any 100-level course in include: developing observing programs for ASTR; ASTR 206; ASTR 301; PHYS 107; and use with introductory courses; developing and either PHYS 106 or PHYS 108. The other five implementing plans for public outreach with the courses include one additional ASTR course at the telescopes; choosing and testing optics, cameras, 300-level; two in ASTR at the 200-level or above; and observing techniques for use with the small one in MATH at the 200-level; and an additional telescopes; and helping to engineer a new CCD course in ASTR or a related field. Students should

50 Astronomy Astrophysics Requirements for the Major Biological Chemistry In addition to the ten courses required for the AN INTERDEPARTMENTAL MAJOR physics major, the student takes four astronomy AN INTERDEPARTMENTAL MAJOR Director: McLeod (Astronomy) courses. An astrophysics major consists of: Director: Wolfson A2 (Chemistry) PHYS 107, 108, 202, [203] or 207, 302, 305, Advisory Committee: Bauer (Astronomy), French 306 or 310, 314; MATH 215; PHYS 216; any Biological Chemistry Advisory Committee: (Astronomy), McLeod (Astronomy), Lannert 100-level ASTR course; ASTR 206; ASTR 311/ Elmore (Chemistry), Hood-DeGrenier (Biological (Physics), Stark (Physics) PHYS 311; and either ASTR 301 or a 350 in Sciences), Peterman (Biological Sciences), Tetel The Departments of Astronomy and Physics offer either astronomy or astrophysics, or ASPH 370. (Neuroscience), Tjaden (Computer Science), Vardar an interdepartmental major in astrophysics, which All students who wish to consider a major in Ulu (Chemistry), Wolfson (Chemistry) combines the physics major with a foundation astrophysics are urged to complete the introduc- Biological Chemistry is an interdisciplinary major of course work in astronomy. This major should tory physics sequence (107 and 108) as soon as offered by the Departments of Biological Sciences be considered by students interested in graduate possible. In planning the major, students should and Chemistry, allowing students to explore study in astronomy or astrophysics, and by those note that some of the courses have prerequisites in the chemistry of biological systems. Biological who would like a coordinated astronomy exten- mathematics. Chemistry includes fields we call biochemistry, sion to the physics major. cell and molecular biology, as well as other Goals for the Major Honors molecular aspects of the life sciences. It deals with the structure, function and regulation of cellular Upon completion of the astrophysics major, a stu- To earn honors in Astrophysics, students must components and biologically active molecules, dent will be prepared for advanced study leading have a minimum grade point average of at least such as proteins, carbohydrates, lipids, and nucleic to a professional career in astronomy, astrophysics, 3.5 in all work in the major field above the 100 acids. Expertise in biological chemistry is central or related physical sciences. Majors in astrophysics level; the Advisory Committee may petition on to breakthroughs in DNA technology, drug dis- will have a broad understanding of the physical her behalf if her GPA in the major is between 3.0 covery and design, and molecular approaches to processes at work in a range of astronomical set- and 3.5. The student must complete a significant disease. tings, from the solar system and the structure and research project culminating in a paper and an Goals for the Major evolution of stars to the realm of galaxies and the oral examination. The project must be conducted large-scale structure and evolution of the universe. after the junior year and approved in advance by ••Fundamental knowledge of the principles of They will understand the motions of the night sky, the Astrophysics Advisory Committee, and might chemistry and biology in relation to biological be familiar with modern observational techniques be satisfied by a thesis, a summer internship, or a chemistry, and the ability to specifically apply and computational tools, and have carried out a 350. See Academic Distinctions. this knowledge to problems at the interface of research project using our 24-inch telescope. They these disciplines will have the problem solving and critical thinking ••Familiarity with the structure and function of skills necessary to interpret astronomical research, biomolecules involved in biochemical pathways and the ability to communicate these results with and regulation of cellular processes clarity and precision, both orally and in writing. ••Strong problem-solving abilities, and ability to A Note on Facilities adapt knowledge acquired in new situations to Students with disabilities are welcome in all evaluate data, to competently approach new astronomy department courses, including those problems and to be independent learners with laboratories. The Whitin Observatory has ••Strong quantitative skills and critical thinking telescopes accessible to students with mobility abilities; skills in hypothesis generation and test- related disabilities, including six outdoor tele- ing, data interpretation and analysis, and design- scopes for 100-level courses and the computer- ing experiments controlled 24” telescope used for upper level courses and independent research. Other accom- ••Good experimental skills in the laboratory, expe- modation requests can be made by contacting rience with the operation of complex instrumen- Disability Services, or by meeting with the tation and computers, and the understanding of instructor. general lab protocols and safety issues See description of the Whitin Observatory and its ••Ability to collaborate with other researchers, and equipment. awareness of ethical issues in biochemistry and molecular biology ASPH 350 Research or Individual Study ••Strong communication skills involving oral and writing competencies in scientific topics, and the Prerequisite: Open by permission to juniors and seniors. Distribution: None ability to read and critically evaluate a scientific Semester: Fall, Spring Unit: 1.0 paper for content or techniques.

ASPH 360 Senior Thesis Research BIOC 240 Seminar in Biological Chemistry for Prerequisite: By permission of director. See Academic Newly-Declared Majors Distinctions. TBA, Vardar Ulu Distribution: None A seminar for newly declared majors, to be taken Semester: Fall, Spring Unit: 1.0 in the spring of their sophomore or junior year. Students will read and discuss papers related to the ASPH 370 Senior Thesis research of prominent scientists working in the Prerequisite: 360 and permission of department. fields of biological chemistry and molecular biol- Distribution: None Semester: Fall, Spring Unit: 1.0 ogy and attend seminars in which those research- ers will present their work at Wellesley. Some seminars may be scheduled outside of the normal class meeting time. Mandatory credit/noncredit. Prerequisite: Limited to sophomore or junior Biological Chemistry majors or by permission of instructor. Distribution: Natural and Physical Science Semester: Spring Unit: 0.5

51 Astrophysics/Biological Chemistry BIOC 250 Research or Individual Study Students should be sure to satisfy the prerequisites for the 300-level courses in biological sciences and Department of Biological Prerequisite: By permission of the instructor. Distribution: None chemistry. Students planning graduate work in Semester: Fall, Spring Unit: 1.0 biochemistry should consider taking additional Sciences courses in chemistry, such as analytical, inorganic, Professor: Buchholtz, Cameron (Chair), Harris, BIOC 250H Research or Individual Study and the second semesters of organic and physical Peterman, Rodenhouse, Webb chemistry. Students planning graduate work in Prerequisite: By permission of the instructor. Associate Professor: Moore A2, Sequeira Distribution: None molecular or cell biology should consider taking Semester: Fall, Spring Unit: 0.5 additional advanced biological sciences courses Assistant Professor: Ellerby, Hood-DeGrenier, in those areas. Independent research (350 and/or Mattila, SuzukiA BIOC 350 Research or Individual Study 360/370) is highly recommended, especially for Adjunct Assistant Professor: Jones, Königer Prerequisite: Open by permission to juniors and seniors. those considering graduate study. Senior Lecturer: O’Donnell Distribution: None A recommended sequence of required courses Semester: Fall, Spring Unit: 1.0 would be: Lecturer: Hughes, Sommers Smith Visiting Lecturer: LaBonte BIOC 355 Biological Chemistry Thesis Year I, CHEM 105 and math or physics; CHEM Research 205 or CHEM 211 and BISC 110/112 Senior Instructor in Biological Sciences Laboratory: Crum, Helluy, McDonough, Thomas The first course in a two-semester investigation of Year II, CHEM 205 or CHEM 211 and BISC a significant research problem, culminating in the 219; BISC 220, math or physics, and BIOC 240 Instructor in Biological Sciences Laboratory: Beers, preparation of a thesis and defense of that thesis Year III, CHEM 221; CHEM 328 and 232 Dolce, Hacopian, Skow before a committee of faculty from the Biological Year IV, 300-level biological sciences courses and Biology is the study of life. Biologists examine life Chemistry Program. Students will discuss their independent study at all levels of organization: chemical, molecular, research progress informally with faculty and cellular, organismal, and community. Biology is student colleagues and gain familiarity with Please discuss your program with the director as an extraordinarily dynamic science that interfaces contemporary research through presentations by soon as possible, especially if you are planning on with many other disciplines, continually advanc- outside seminar speakers. This route does not lead studying abroad. ing our understanding of life’s complexities. The to departmental honors. BIOC 250, 250H, 350, 355, and 365 are open patterns and processes of evolution provide a uni- Prerequisite: Open only to seniors by permission of the to any student. The research should focus on fying theme for our knowledge of the astounding instructor. some aspect of the molecular biosciences and variety of living organisms, past and present. Distribution: None may be advised by any member of the Biological Semester: Fall, Spring Unit: 1.0 Unless otherwise noted, all courses meet for two Chemistry Advisory Committee or by another periods of lecture each week. If indicated, there member of the Biological Sciences or Chemistry BIOC 360 Senior Thesis Research will also be one three-and-one-half hour labora- departments upon approval by the Advisory tory session weekly. Seminars normally meet for Prerequisite: By permission of the Advisory Committee. See Committee. BIOC 360 and 370 are open only one double period each week. Academic Distinctions. to Biological Chemistry majors (see “Honors,” Distribution: None below). Note: For any course that stipulates 110/112 as a Semester: Fall, Spring Unit: 1.0 prerequisite, the following courses may be used: 110, 112. For any course that stipulates 111/113 BIOC 365 Biological Chemistry Thesis Honors as a prerequisite, the following courses may be The second course in a two-semester investigation Honors work may be advised by any member of used: 111, 111T, 113. of a significant research problem, culminating the Biological Chemistry Advisory Committee Goals for the Major in the preparation of a thesis and defense of or by another member of the Biological Sciences ••An understanding of the fundamental principles that thesis before a committee of faculty from or Chemistry departments upon approval by the the Biological Chemistry Program. Students and concepts of biology at all levels of organiza- Advisory Committee. Students should enroll in tion, from molecules to ecosystems will participate discuss their research progress BIOC 360/370 after approval by the Advisory informally with faculty and student colleagues Committee. The honors program will follow the ••Strong problem-solving abilities; the ability to and gain familiarity with contemporary research guidelines of the appropriate department, but think in a broad context about new biological through presentations by outside seminar each honors candidate must be approved by the problems and to evaluate data and arrive at speakers. This route does not lead to departmental Biological Chemistry Advisory Committee. defensible conclusions within the framework of honors. current knowledge Prerequisite: 355 and permission of instructor ••Strong quantitative skills and critical thinking Distribution: None abilities; the ability to frame focused biological Semester: Fall, Spring Unit: 1.0 questions that are approachable experimentally, to formulate and test hypotheses, to analyze and BIOC 370 Senior Thesis interpret data, and to apply statistical tests Prerequisite: 360 and permission of the Advisory Committee. Distribution: None ••Strong laboratory skills; experience with the Semester: Fall, Spring Unit: 1.0 operation of complex instrumentation and computers, and an understanding of general lab Requirements for the Major protocols and safety issues ••The ability to read and interpret the primary bio- In addition to two courses in biochemistry logical literature and to use literature databases (CHEM 221 and 328), the major must include the following courses: BIOC 240; CHEM (a) ••Strong communication skills; the ability to speak both 105 and 205, or 120; (b) 211; (c) 232; BISC and write about biological topics and the ability (a) 110/112; (b) 219; (c) 220; (d) two 300-level to work effectively as a member of a team courses from among the following: BISC 301, ••An appreciation of the relevance of biology in [309], 310, 311, 314, 319, 320, 331, 334 or other our lives and the biological literacy required to course if relevant to the major and approved by address ethical and public policy issues of bio- the director, excluding 350, 360, 370. At least one logical significance of these two 300-level courses must be a labora- tory course; PHYS 104 or 107; MATH 116, 120 or equivalent.

52 Biological Sciences BISC 103 Human Biology thinking, synthesis and extrapolation of ideas, Prerequisite: Fulfillment of the basic skills component of the exploration and discoveries large and small, intel- Quantitative Reasoning requirement. Not open to students Sommers Smith who have taken 112. The anatomy and physiology of human tissues, lectual and physical. Distribution: Natural and Physical Science organs, and organ systems will be the focus of this Prerequisite: Open to first-year students only. Fulfillment of Semester: Fall, Spring Unit: 1.25 course, intended for students seeking to fulfill the basic skills component of the Quantitative Reasoning requirement. BISC 111 Introductory Organismal Biology natural/physical science requirements. The course Distribution: Natural and Physical Science will be structured around four week-long units. Semester: Fall Unit: 1.25 with Laboratory Each unit will consist of four lecture/discussions Staf and one computer laboratory module (Weblab). BISC 107 Biotechnology A study of life, ranging from the physiology of Weblabs will consist of medical case studies Königer organisms to the structure of ecosystems. The focused on the lecture and discussion material for This course focuses on applications of recently main themes of the course are: evolution and bio- that week. developed biological techniques, including recom- diversity, form and function in plants and animals, Prerequisite: None. Not open to students who have taken binant DNA, antibody techniques and reproduc- and ecological interactions among organisms. BISC 109. tive technology. We will discuss topics ranging The course provides the fundamental tools for Distribution: Natural and Physical Sciences from food science, to GMOs, genetic testing and exploration of organismal biology with the aim of Semester: Summer Unit: 1.0 designer babies. The social and ethical issues sur- enhancing conceptual understanding. Laboratories focus on experimental approaches to these top- BISC 104 Science or Science Fiction? rounding these techniques are also discussed. No prior knowledge of biology is expected, as all nec- ics and are shared with 113. Either 110/112 or Königer essary background information will be discussed. 111/113 may be taken first. This course will examine the scientific facts behind Prerequisite: Fulfillment of the basic skills component of the phenomena portrayed in a variety of Hollywood Prerequisite: Fulfillment of the basic skills component of the Quantitative Reasoning requirement. Quantitative Reasoning requirement. Not open to students and foreign movies. We will cover topics ranging Distribution: Natural and Physical Science who have taken 113. from the definition and recreation of life, genet- Semester: Fall Unit: 1.0 Distribution: Natural and Physical Science. Fulfills the ics and behavior to evolution and environmental Quantitative Reasoning overlay course requirement. Semester: Fall, Spring Unit: 1.25 issues. The course will include weekly screenings BISC 108 Environmental Horticulture with of movies outside of class time as well as lectures, Laboratory assigned readings and discussions. While obtain- BISC 111T Introductory Organismal Biology Jones, McDonough, Thomas with Laboratory (Tropical Island) ing an introduction to key concepts in biology, This course will examine how plants function, students will also explore misconceptions about Königer both as individual organisms and as critical Introduction to the central questions, concepts, science and scientists that are perpetuated by these members of ecological communities, with special movies. and methods of experimental analysis in selected emphasis on human uses of plants. Topics will areas of organismal biology with a focus on Prerequisite: Fulfillment of the basic skills component of the include plant adaptations, reproduction, envi- Quantitative Reasoning requirement. tropical island biology. Topics include: evolution, ronmentally sound landscape practices, urban ecology, and plant and animal structure and physi- Distribution: Natural and Physical Science horticulture, and the use of medicinal plants. The Semester: Spring Unit: 1.0 ology. Lectures and discussions during the Spring laboratory involves extensive use of the green- semester will prepare students for the field labora- BISC 105 Stem Cells: A New Frontier in houses, experimental design, data collection and tory taught at the Central Caribbean Marine Biomedicine analysis, and field trips. Institute in Little Cayman. Laboratory work will O’Donnell Prerequisite: Fulfillment of the basic skills component of the be carried out primarily in the field and includes Quantitative Reasoning requirement. introductions to the fora and fauna of the island The exciting area of stem cell research has led Distribution: Natural and Physical Science to many recent discoveries. As researchers have Semester: Spring Unit: 1.25 and the coral reefs, as well as group projects. The learned more about the properties of these amaz- 10-day field portion of the class will take place in ing cells, many potential biomedical applications BISC 109 Human Biology with Laboratory mid May. have been envisioned. In this course, we will focus Ellerby, McDonough, Skow Prerequisite: Fulfillment of the basic skills component of the on understanding the unique biological properties This course focuses on human anatomy, physiol- Quantitative Reasoning requirement. Not open to students of stem cells, and how these cells might lead to ogy, and evolution. Lecture topics will include: who have taken 111/113. novel patient therapies. Questions to be addressed Distribution: Natural and Physical Science. Fulfills the human origins and evolution; the structure and Quantitative Reasoning overlay course requirement. include: How were stem cells discovered? Where function of the major physiological systems; exer- Semester: Spring Unit: 1.25 do stem cells come from, and what are stem cell cise physiology; and human genetics. Laboratories lines? What are the similarities and differences explore human physiology, focusing on the devel- BISC 112 Exploration of Cellular and between embryonic stem cells, adult stem cells, opment and application of skills in experimental Molecular Biology with Laboratory and recently discovered “induced pluripotent stem design, statistical analysis and scientific writing. Staf cells”? We will also discuss the bioethical issues Prerequisite: Fulfillment of the basic skills component of the Seminar-style introduction to life at the cellular and scientific controversies associated with recent Quantitative Reasoning requirement. Not open to students and molecular level, designed as an alternative to stem cell discoveries. Promising areas of current who have taken 103. 110 for students with strong high school prepara- research will be described. Distribution: Natural and Physical Science. Fulfills the tion (such as AP, IB, or other). The course will Quantitative Reasoning overlay course requirement. Prerequisite: Fulfillment of the basic skills component of the Semester: Fall Unit: 1.25 include eukaryotic and prokaryotic cell structure, Quantitative Reasoning requirement. function of biological macromolecules, cellular Distribution: Natural and Physical Science Semester: Fall Unit: 1.0 BISC 110 Introductory Cellular and Molecular metabolism, molecular genetics, and mechanisms Biology with Laboratory of growth and differentiation, with an emphasis BISC 106 First-year Seminar: Environmental Staf on experimental approaches to investigating these Biology with Laboratory A gateway course that focuses on the study of topics. This course will aim to develop students’ Rodenhouse life at the cellular and molecular level, including skills in data analysis and scientific writing along In this course we will take a “Google Earth” eukaryotic and prokaryotic cell structure, function with building foundational knowledge in the field. approach to understanding humanity’s role on of biological macromolecules, cellular metabolism, Lab sections are shared with 110. This course dif- our blue-green planet. We will zoom in from the molecular genetics, and mechanisms of growth fers from 110 in its small class size and discussion- Earth’s energy budget to the evolutionary effects and differentiation. This course will provide the based format; it meets for one discussion and one of choices made by individual water striders on a fundamental tools for exploration of this field lab session per week. Either 110/112 or 111/113 New England stream and we will explore the theo- with the aim of enhancing conceptual understand- may be taken first. retical and practical implications of our findings. ing. Laboratories focus on experimental approach- Prerequisite: A score of 4 or 5 on the Biology AP exam or Labs will be conducted primarily out-of-doors: es to these topics and are shared with 112. Either equivalent experience or permission of instructor. Fulfillment in the snow, at the seashore, on rivers, in lakes, 110/112 or 111/113 may be taken first. of the basic skills component of the Quantitative Reasoning requirement. One section in the fall will be open to first-year under the forest canopy and over a mountaintop. students only. Not open to students who have taken 110. Emphases will be on keen observation, creative Distribution: Natural and Physical Science Semester: Fall, Spring Unit: 1.0

53 Biological Sciences BISC 112 First-year Seminar: Exploration ums. Students may register for either BISC 175 or reproductive, cardiovascular, respiratory, digestive, of Cellular and Molecular Biology with ARTH 175 and credit will be granted accordingly. neural and ecological physiology. The laboratories Laboratory Mandatory credit/non-credit. incorporate the study of preserved materials and Peterman Prerequisite: None. Open to first-year students only. physiological experiments. Same course as BISC 112 except this section in Distribution: None Prerequisite: 109 or 111/113, or permission of the instructor. Semester: Fall Unit: 1.0 the fall will be open to first-year students only. Distribution: Natural and Physical Science Semester: Fall Unit: 1.25 Prerequisite: A score of 4 or 5 on the Biology AP exam or BISC 198 Statistics in the Biosciences equivalent experience or permission of instructor. Fulfillment of the basic skills component of the Quantitative Reasoning Hughes BISC 207 The Biology of Plants with requirement. This course combines statistical theory and practi- Laboratory Distribution: Natural and Physical Science cal application, the latter using examples from Peterman Semester: Fall Unit: 1.0 ecology and experimental biology to illustrate An introduction to experimental plant biology. some of the more common techniques of experi- Topics will include growth and development, stress BISC 113 Exploration of Organismal Biology mental design and data analysis. Students will physiology, plant defense, applications of genetic with Laboratory learn how to plan an experiment and consider the engineering to the study and improvement of Staf observations, measurements, and potential statisti- plants and the properties of medicinal plants. The An exploration of the central questions, concepts, cal tests before data are collected and analyzed. project-oriented laboratory sessions will provide an and methods of experimental analysis in selected Other topics include graphical representation of introduction to some of the techniques currently areas of organismal biology, designed as an alter- data, probability distributions and their applica- employed in answering research questions ranging native to 111 for students with strong high school tions, one- and two-way ANOVA and t-tests, from the organismal to the cellular level. preparation (such as AP, IB, or other). Topics regression and correlation, goodness-of-fit tests, Prerequisite: 110/112 or 111/113 and permission of the include: the evolution and diversification of life, and nonparametric alternatives. Students also instructor. the form and function of plants and animals, learn to use statistical computer software. Distribution: Natural and Physical Science Semester: Spring Unit: 1.25 and ecological interactions among organisms, Prerequisite: Fulfillment of the basic skills component of with an emphasis on laboratory methods, data the Quantitative Reasoning requirement and one course in analysis, and science writing. Lab sections are biology, chemistry, or environmental science. Fulfills the BISC 209 Microbiology with Laboratory shared with 111. This course differs from 111 in Quantitative Reasoning overlay course requirement. Staf, Crum, McDonough its smaller class size, a seminar-style format, and a Distribution: Natural and Physical Science Overview of the microbial world including a Semester: Spring Unit: 1.0 focus on discussion of landmark scientific studies survey of the structure, function, and diversity of that shape this field; it meets for one discussion microorganisms. Introduction to the fundamen- BISC 201 Ecology with Laboratory and one lab session per week. Either 110/112 or tal concepts of microbial evolution, genomics, Rodenhouse, Thomas 111/113 may be taken first. metabolism, ecology, genetics, and pathogenesis. An introduction to the scientific study of inter- Prerequisite: A score of 4 or 5 on the Biology AP exam or Students will gain experience in microbiological actions between organisms and their environ- laboratory procedures including sterile technique, equivalent experience or permission of instructor. Fulfillment ments. Topics include evolutionary adaptation of the basic skills component of the Quantitative Reasoning microscopy, enrichment, isolation, and methods requirement. One section in the fall will be open to first-year in dynamic environments, behavioral ecology of identification and preservation. and life-history strategies, population growth students only. Not open to students who have taken 111. Prerequisite: 110/112 and one unit of college chemistry Distribution: Natural and Physical Science. Fulfills the and regulation, species interactions (competi- Distribution: Natural and Physical Science Quantitative Reasoning overlay course requirement. tion, parasitism, mutualism, predation) and their Semester: Spring Unit: 1.25 Semester: Fall, Spring Unit: 1.0 consequences, and the structure and function of biological communities and ecosystems. Emphasis BISC 210 Marine Biology with Laboratory BISC 113 First-year Seminar: Exploration of is placed on experimental ecology and its uses in Moore, Hughes Organismal Biology with Laboratory addressing environmental issues such as biological Oceans cover more than 70 percent of the earth’s Mattila, Dolce control of pests, conservation of endangered spe- surface and are our planet’s primary life support Same course as BISC 113 except this section in cies and global climate change. Laboratories occur system. This course examines adaptations and the fall will be open to first-year students only. primarily in the field where students explore and interactions of plants, animals and their environ- Prerequisite: A score of 4 or 5 on the Biology AP exam or study local habitats, including meadows, forests, ments in marine habitats. Focal habitats include equivalent experience or permission of instructor. Fulfillment alpine tundra, bogs, dunes, marshes, lakes, and the photic zone of the open ocean, the deep-sea, of the basic skills component of the Quantitative Reasoning streams. requirement. subtidal and intertidal zones, estuaries, and Distribution: Natural and Physical Science. Fulfills the Prerequisite: 108 or 111/113 or ES 101 or by permission of coral reefs. Emphasis is placed on the dominant Quantitative Reasoning overlay course requirement. the instructor. organisms, food webs, and experimental studies Semester: Fall Unit: 1.0 Distribution: Natural and Physical Science. Fulfills the conducted within each habitat. Laboratories will Quantitative Reasoning overlay course requirement. Semester: Fall Unit: 1.25 emphasize primarily fieldwork outdoors in marine BISC 175/ARTH 175 First-year Seminar: The habitats where students will gather data for the Art and Science of Food in Italy, from the BISC 202 Evolution with Laboratory testing of student-originated hypotheses. Renaissance to the Slow Food Movement Buchholtz Prerequisite: 111/113 or ES 101, or by permission of the Jones, Musacchio (Art) Examination of evolution, the central paradigm instructor. This seminar explores food and agriculture in Distribution: Natural and Physical Science of biology, at the level of populations, species, and the art and life of Italy from the Renaissance Semester: Fall Unit: 1.25 lineages. Topics include the genetics of popula- to the present day. We will analyze methods of tions, the definition of species, the roles of natural and attitudes towards growing, harvesting, and BISC 214 Animal Behavior with Laboratory selection and chance in evolution, the reconstruc- preparing food, as well as the representation of Ellerby, Mattila, Skow tion of phylogeny using molecular and morpho- food in art and the material culture surrounding In meeting the challenges of survival and repro- logical evidence, and patterns in the origination, its production and consumption. We also will duction, animals have evolved behaviors that can diversity, and extinction of species over time. investigate the biology of relevant crops to under- be spectacular and sometimes unpleasant. With an stand the nutritional rewards and horticultural Prerequisites: 110/112 and 111/113 eye to how behaviors ultimately shape an animal’s Distribution: Natural and Physical Science fitness, we will explore the aspects of life that and environmental challenges of producing them. Semester: Spring Unit: 1.25 Using our Italian food garden, students will keep makes each animal’s strategy unique, including communication, orientation, foraging, confict journals about specific crops and research, harvest, BISC 203 Comparative Physiology and and aggression, mating, parental care, and social and prepare them using historical recipes. Each Anatomy of Vertebrates with Laboratory life. Laboratories will expose students to the chal- week will involve one discussion session based Cameron, Buchholtz, Dolce lenges of collecting, analyzing, interpreting, and on multidisciplinary readings and one laboratory The physiology and functional anatomy of verte- presenting data on animal behavior. session that will include work in the Greenhouses, brate animals, with an emphasis on comparisons Special Collections, and trips to farms and muse- among representative groups. The course covers Prerequisite: 109 or 111/113, or permission of the instructor. Distribution: Natural and Physical Science topics in thermoregulatory, osmoregulatory, Semester: Spring Unit: 1.25

54 Biological Sciences BISC 216 Mechanisms of Animal Development BISC 220 Cellular Physiology with Laboratory doms and animal phyla, development of strategies with Laboratory Harris, Hood-DeGrenier, Beers for life in terrestrial environments, patterns of O’Donnell, Beers This course will focus on structure/function extinction. The course will emphasize student par- In this course, we will explore animal develop- relationships in eukaryotic cells. Topics include: ticipation and make extensive use of the primary ment beginning with the process of fertilization. protein structure and introductory enzyme kinet- literature. We will consider how a single cell gives rise to ics, membrane and membrane-bound organelle Prerequisite: Two units in Biological Sciences at the 200 level the many specialized cell types of the adult and structure and function, cytoskeleton, transport or permission of the instructor. Distribution: Natural and Physical Science how the development of tissues is coordinated. mechanisms, cell communication, cell cycle, apop- Semester: N/O Unit: 1.0 The mechanisms that determine cell fate during tosis, and cancer cell biology with an emphasis embryonic development will be discussed. Topics on experimental methods for investigating these BISC 306/NEUR 306 Principles of Neural will include: embryonic induction, pattern for- topics. The laboratory consists of three projects: Development with Laboratory mation, organ development, regeneration, stem enzyme purification and characterization, investi- Beltz (Neuroscience), Paul cells and aging. Laboratory sessions will focus on gation of cellular transport pathways in yeast, and This course will discuss aspects of nervous system experimental approaches to development. a project involving mammalian cell culture and development and how they relate to the develop- Prerequisite: 110/112 and 111/113, or permission of the fuorescence microscopy. ment of the organism as a whole. Topics such instructor. Prerequisite: 110/112 and two units of college chemistry. as neural induction, neurogenesis, programmed Distribution: Natural and Physical Science One semester of organic chemistry is recommended. Not cell death, axon guidance, synaptogenesis and Semester: Spring Unit: 1.25 open to first-year students. Distribution: Natural and Physical Science the development of behavior will be discussed, BISC 217/ES 217 Field Botany with Semester: Spring Unit: 1.25 with an emphasis on the primary literature and Laboratory critical reading skills. Laboratory sessions focus Staf BISC 250 Research or Individual Study on a variety of methods used to define develop- NOT OFFERED IN 2011-12. Field Botany is Prerequisite: By permission of the instructor. ing neural systems. Students may register for either a combination of “What’s that wildfower?” and Distribution: None BISC 306 or NEUR 306 and credit will be granted “Why does it grow over there and not here?” Semester: Fall, Spring Unit: 1.0 accordingly. The course merges aspects of plant systematics Prerequisite: 216 or NEUR 200, or permission of the and identification (with an emphasis on learning BISC 250H Research or Individual Study instructor. Prerequisite: By permission of the instructor. Distribution: Epistemology and Cognition or Natural and the local fora and important plant families) and Physical Science plant ecology (with an emphasis on ecological Distribution: None Semester: Fall, Spring Unit: 0.5 Semester: Spring Unit: 1.25 interactions and phenomena unique to plants). Laboratories will primarily be taught in the field BISC 301 Seminar: Topics in Plant Biology BISC 307/ES 307 Advanced Topics in Ecology and greenhouses and will include using dichoto- Peterman with Laboratory mous and web-based keys to identify plants, Topic for 2011-12: Plant Biotechnology. This NOT OFFERED IN 2011-12. observational and experimental studies, and long- seminar will examine the use of recombinant term study of forest patches on the Wellesley cam- Prerequisite: Two units in Biological Sciences at the 200-level DNA technology to address some of the most or above, or permission of the instructor pus. Laboratories will also include experimental pressing agricultural, environmental and health- Distribution: Natural and Physical Science design and data analysis. The goal of Field Botany related problems of our day. Topics will include Semester: N/O Unit: 1.25 is not only to train students in botany and plant the design and production of genetically modified ecology, but to engage them in botany every time plants for increased food productivity (especially BISC 308 Tropical Ecology with Wintersession they step outside. Students may register for either on marginal lands and in the face of climate Laboratory BISC 217 or ES 217 and credit will be granted change), improved nutritional value, for produc- Königer, Helluy accordingly. tion of drugs and vaccines and for use as biofuels NOT OFFERED IN 2011-12. Tropical rain Prerequisite: 108 or 111/113 or ES 101 or permission of and in bioremediation. Environmental, social and forests and coral reefs seem to invite superlatives. instructor. ethical issues associated with these technologies They are among the most fascinating, diverse, Distribution: Natural and Physical Science productive, but also most endangered ecosystems Semester: N/O Unit: 1.25 will be discussed. Students will analyze, present and discuss original literature throughout the on earth. These topics are addressed during the BISC 219 Genetics with Laboratory course. fall lectures in preparation for the laboratory part of the course which takes place in Central Webb, Sequeira, Beers, Crum Prerequisite: 219 or 207 or permission of the instructor America during wintersession. We first travel to a The goal of the course is to develop an under- Distribution: Natural and Physical Science small island part of an atoll bordering the world’s standing of the fundamental principles of genetics Semester: Spring Unit: 1.0 second longest barrier reef off the coast of Belize. at the molecular, cellular, and organismal levels. In the second half of the field course we explore The mechanisms that regulate the control of gene BISC 302 Human Physiology with Laboratory an intact lowland rain forest in Costa Rica. expression leading to alteration in phenotype dur- Cameron, Helluy Laboratory work is carried out primarily outdoors ing cellular differential will be studied. A link will This course takes an integrated approach to the and includes introductions to fora and fauna, be established between the generation of genetic study of organ system function in humans. We and implementation of research projects designed variants through mutation and recombination, will examine control mechanisms that allow the during the fall. Normally ofered in alternate years. their patterns of inheritance, interactions between body to maintain a constant balance in the face of Subject to Dean’s Office approval. genes to produce complex phenotypes and the environmental challenges, such as exercise, tem- maintenance of such genetic variation in natural perature change, and high altitude. Our particular Prerequisite: 201, 207, or 210, and permission of the instruc- tor. Application required. populations. Topics will include: organization of focus will be recent findings in the areas of neural, cardiovascular, respiratory, renal, and muscle phys- Distribution: Natural and Physical Science the eukaryotic genome, gene structure and func- Semester: N/O Unit: 1.25 tion, multi-level gene control, genetics of pattern iology. In the laboratory, students gain experience with the tools of modern physiological research at formation, inheritance of gene differences, gene BISC 310 Advanced Topics in Cellular both the cellular and organismal levels. and allele interactions and aspects of population Regulation with Laboratory and evolutionary genetics. Laboratory investiga- Prerequisite: 111/113 or NEUR 100, and one of the follow- Hood-DeGrenier tion will expose students to the fundamentals of ing: 203, 206, NEUR 200 Distribution: Natural and Physical Science Eukaryotic cells possess a diverse array of molecu- genetics including classical and molecular tech- Semester: Spring Unit: 1.25 lar circuits that regulate their normal activities niques for genetic analysis. and respond to external signals. Common modes Prerequisite: 110/112 and one unit of college chemistry. Not BISC 305 Seminar: Evolution of regulation include modulation of protein open to first-year students. Buchholtz expression or localization, covalent protein modi- Distribution: Natural and Physical Science fications, and protein-protein interactions. This Semester: Fall Unit: 1.25 NOT OFFERED IN 2011-12. A brief history of life. Origin of life from nonlife, evolution of course will examine how these diverse regulatory replicatory molecules, origin of eukaryotic cellular mechanisms come together to control the cell structure, diversification of organic domains, king- division cycle and how aberrant regulation may

55 Biological Sciences lead to diseases such as cancer. The course format will explore various approaches to neuroendocrine springy tendons that power prodigious jumps, will combine minimal lecturing by the instructor research, including the detection of hormone help make this possible. Topics for discussion will with student presentations and discussion of arti- receptors in the brain and analysis of behavior. include how biomaterials give organisms structure cles from the scientific literature. The laboratory Students may register for either BISC 315 or NEUR and strength, how muscle acts as a biological component will involve a semester-long investiga- 315 and credit will be granted accordingly. motor during locomotion, how animals swim and tive laboratory project related to the instructor’s Prerequisite: NEUR 200, or both BISC 110/112 and BISC fy, and how they run, walk and jump effectively research. 203, or permission of the instructor on land. Class discussion and student presentation Prerequisite: 219 or 220 (both recommended) Distribution: Epistemology and Cognition or Natural and of recent primary literature will be an integral part Distribution: Natural and Physical Science Physical Science of the course. Labs will include the analysis of Semester: Fall Unit: 1.25 Semester: Fall Unit: 1.25 video images to calculate accelerations and power during movement, and the use of force plates BISC 319 Population Genetics and Systematics: BISC 311 Evolutionary Developmental Biology to quantify contact forces during running and Evolution on Islands with Laboratory with Laboratory jumping. Suzuki Sequeira In this course, we will focus on patterns of popu- Prerequisite: Two units in Biological Sciences at the 200 level NOT OFFERED IN 2011-12. The diversity of or permission of the instructor. Not open to students who organismal forms has fascinated human beings for lation differentiation and speciation in oceanic have taken [321]. centuries. How did butterfies get eyespots? What islands. Little is known about the ecological Distribution: Natural and Physical Science is the evolutionary origin of bird feathers? How and historical forces responsible for speciation Semester: Spring Unit: 1.25 did snakes get to be so long? How did humans although these are key for the generation of evolve? The field of evolutionary developmental biological diversity. By looking at relationships BISC 327/ES 327 Seminar: Topics in biology or evo-devo integrates the long separate between organisms, populations and species, Biodiversity fields of evolutionary biology and developmental we can interpret how historical processes can Rodenhouse Topic for 2011-12: Global Change Biology. biology to answer these questions. In this course, leave evolutionary footprints on the geographic We we will explore topics such as the evolution of distribution of traits. After a series of introduc- live on a new Earth, one in which natural eco- novelties, body plan evolution, developmental tory lectures, the course will involve student systems occur within and are strongly infuenced constraints, convergent evolution and the role presentations and discussion of primary literature by surrounding anthropogenic systems. Human of environmental changes in evolution. Through examining cases in archipelagos (Hawaii, Canaries activities: agriculture, deforestation, urbanization, reading of original papers, we will examine recent and Galapagos). In the laboratory, we will explore pollution, climate change, transplantation of advances made in evo-devo and critically analyze computational biology tools for analysis of DNA species, hunting and harvesting, now create the the role of evo-devo in biology and the implica- sequences, and apply methods of phylogeny, phy- conditions in which all other organism live; yet, tions beyond biology. Students will have the logeography reconstruction and population demo- these new systems are poorly known. This course opportunity to design and conduct an indepen- graphics. We will also explore the growing field of will examine the causes of ongoing environmental dent research project using arthropods. molecular dating of evolutionary events. change, how complex biological systems are studied, and the observed and projected biological Prerequisite: 202, 216 or 219 or by permission of instructor. Prerequisite: 201 or 202 or 210 or 219 or by permission of Not open to students who have taken [309]. the instructor. consequences of environmental change. To gain Distribution: Natural and Physical Science Distribution: Natural and Physical Science in-depth knowledge, small groups of students will Semester: N/O Unit: 1.25 Semester: Spring Unit: 1.25 complete a research project on a relevant topic that they choose. Students may register for either BISC 314 Environmental Microbiology with BISC 320 Proteomics with Laboratory BISC 327 or ES 327 and credit will be granted Laboratory Harris accordingly. Staf The sequencing of the genomes of many organ- Prerequisite: Two units in Biological Sciences at the 200-level NOT OFFERED IN 2011-12. A field-based isms has provided biologists with vast storehouses or above, or permission of the instructor exploration of the microbial world centered on of information. However, it is important to Distribution: Natural and Physical Science distinct microbial habitats visited locally. Short remember that DNA sequences only provide a Semester: Spring Unit: 1.0 lectures and readings from primary literature will recipe for life. To a great extent the living condi- BISC 331 Seminar: Cancer Genomics be combined with trips to visit a diverse set of tion arises from the complex interactions of thou- microbial environments where students will col- sands of cellular proteins. Research that focuses Webb lect samples for microbial isolation as well as cul- on the large-scale study of proteins is called Cancer can be attributed to disruption of gene ture-independent community assessment. In the proteomics. This course introduces students to structure and function. Functional genomics laboratory, students will learn how to identify and the techniques utilized and the scientific questions has contributed more to the understanding and design media for selective isolation of microbes being addressed in this newly emerging discipline. treatment of cancer in the last five years than the involved in processes such as: methanotrophy, Student participation and the use of original previous half century of oncology research. This sulfur oxidation, nitrogen fixation, syntrophism literature will be emphasized. In the laboratory course will provide a comprehensive study of the and symbiosis, fermentation of ethanol and aging students will learn a variety of techniques utilized biological basis of malignancy from pathophysiol- of cheese. Student participation and discussion of in the analysis of proteins. This will include ogy to the genetics of the transformed phenotype original scientific literature will be emphasized. column chromatography, two-dimensional gel with a view to use of genomics in diagnosis, electrophoresis, peptide mass fingerprinting using prognosis and treatment directed at specific Prerequisite: CHEM 211 plus any of the following: 201, 202, 209, 210, 219 or 220 or permission of the instructor MALDI-TOF mass spectrometry, and confocal molecular targets. Topics to be discussed include Distribution: Natural and Physical Science microscopy. pharmacogenomics, immunotherapy, tumor stem Semester: N/O Unit: 1.25 Prerequisite: 219, 220 and CHEM 211, or by permission of cells, RNAi, biomarkers, oncolytic viruses, nano- the instructor technology, transcriptional profiling of both cod- BISC 315/NEUR 315 Neuroendocrinology Distribution: Natural and Physical Science ing and non-coding RNAs, and reprogramming with Laboratory Semester: Fall Unit: 1.25 of epigenomic as well as epithelial-mesenchyme Tetel (Neuroscience) transition profiles. Class discussion and student Hormones act throughout the body to coordinate BISC 322 Designs for Life: The Biomechanics presentation of recent original literature will be an basic biological functions such as development, of Animals and Plants with Laboratory integral part of the course. differentiation and reproduction. This course will Ellerby Prerequisites: 219 or 220 or by permission of the instructor investigate how hormones act in the brain to regu- This course will focus on how organisms cope Distribution: Natural and Physical Science late physiology and behavior. We will study how with a complex physical world. Their sophisticated Semester: Spring Unit: 1.0 the major neuroendocrine axes regulate a variety designs withstand large environmental forces, of functions, including brain development, repro- caused by gravity, wind, and water fow. Animals, BISC 334 The Biology of Stem Cells ductive physiology and behavior, homeostasis and as well as confronting the problems of not falling O’Donnell stress. The regulation of these functions by hor- over or apart, must overcome additional chal- In this course, we will study stem cells in terms mones will be investigated at the molecular, cel- lenges associated with locomotion. Biomaterials, of molecular, cellular and developmental biology. lular and systems levels. Laboratory experiments including spider silk that is stronger than steel and We will focus on different types of stem cells,

56 Biological Sciences particularly embryonic stem cells, adult stem cells, sis in our course will be the human health impacts Requirements for the Major and induced pluripotent stem cells. More specifi- of parasites, methods of parasite control, and cally, we will explore how stem cells develop, the prospects for treatment and prevention of parasitic A major in Biological Sciences includes: nine criteria by which stem cells are currently defined, diseases. Participants will present primary litera- biological sciences courses, at least seven of which and stem cell characteristics under investiga- ture for discussion, augmented with introductory must be taken at Wellesley, plus two units of tion. Current research in the area of disease and material for each major topic. college chemistry (CHEM 105 or higher). BISC potential stem cell therapies will also be discussed. Prerequisite: Two units in Biological Sciences at the 200- 110/112 and 111/113 are required for the major. Bioethical issues related to stem cell biology will level or permission of the instructor. Four 200-level courses are required, with at least be described. Students will present and discuss Distribution: Natural and Physical Science one course from each of the following three original literature throughout the course. Semester: Fall Unit: 1.0 groups: cell biology ([206], 219, 220); systems Prerequisites: 216 or 219 or permission of instructor biology (203, 207, 216); and community biology Distribution: Natural and Physical Science BISC 350 Research or Individual Study (201, 202, 209, 210, 214, [217/ES 217]). A mini- Semester: Fall Unit: 1.0 Prerequisite: Open by permission of the instructor, ordinarily mum of two 300-level courses are also required for to students who have taken at least four units in biology. the major. One of these courses, exclusive of 350, BISC 336 Seminar: Immunology Distribution: None 360, or 370, must include laboratory and must be Staf Semester: Fall, Spring Unit: 1.0 taken at Wellesley. Additional chemistry beyond NOT OFFERED IN 2011-12. In this course, we the two required units is strongly recommended BISC 360 Senior Thesis Research will study the molecular, cellular and biochemi- or required for certain 300-level courses. CHEM cal features of the immune system. We will also Prerequisite: By permission of the department. Occasional 221 and 328, and BISC 350, 360, and 370 do not group meetings and one oral presentation will be required. develop an appreciation for the interrelationship See Academic Distinctions. count toward the minimum major. of immune components and their ability to func- Distribution: None BISC 103, 104, 105, 106, 107, 108, and 109 tion as an interactive system. Specific topics to Semester: Fall, Spring Unit: 1.0 count toward the minimum major in Biological be addressed include tissues, cells, lymphocyte Sciences, and may also be used to fulfill the activation, the Immune system, Innate Immunity, BISC 370 Senior Thesis College distribution requirements; 106, 108 and cellular and humoral immune responses, cyto- Prerequisite: 360 and permission of department. Occasional 109 as laboratory sciences; 103, 104, 105 and kines, lymphocyte activation, the major histo- group meetings and one oral presentation will be required. 107 as nonlaboratory science courses. BISC 109, compatibility complex, antibody structure and Distribution: None 111/113, 198 and 201 fulfill the Quantitative Semester: Fall, Spring Unit: 1.0 genetics, autoimmunity and the Immune system Reasoning overlay course requirement. and cancer. In this discussion- and presentation- based class, current research in immunology will Related Courses be emphasized through the analysis of primary Requirements for the Minor Attention Called literature. A minor in Biological Sciences (five units) consists Prerequisite: 209 or 219 or 220 or permission of the CHEM 221 Biochemistry I with Laboratory of: (A) BISC 110/112 and 111/113; (B) two 200- instructor. level units, each of which must be in a different CHEM 222 Distribution: Natural and Physical Sciences Introduction to Biochemistry with group as described in the first paragraph above Semester: N/O Unit: 1.0 Laboratory under major requirements; and (C) one 300-level CHEM 328 BISC 338 Seminar: The Biology of Social Biochemistry II with Laboratory unit, excluding 350. Four of the five courses for Insects CS 112 Computation for the Sciences a minor must be taken at Wellesley. Chemistry is recommended. Students planning a minor should Mattila ES 212/RAST 212 Lake Baikal: The Soul of consult the chair. Warfare, communication, agriculture, and car- Siberia ing for family are phenomena that are typically attributed to human societies, but social insects do EXTD 225 Biology of Fishes Honors these same things. In this course, we will explore EXTD 226 Biology of Whales Honors in Biological Sciences is earned by the the weird and wonderful world of social insects demonstration of excellence in both coursework to discover their diverse strategies for success. We GEOS 110 The Coastal Zone: Intersection of and a thesis research project. All junior majors are will learn about how confict and selfishness have Land, Sea, and Humanity with Laboratory invited to apply for the honors program. Final shaped the cooperative effort that characterizes GEOS 200 The Earth and Life Through Time acceptance into the program is contingent on these seemingly utopian communities. Topics with Laboratory a vote of the department faculty and, typically, will include the natural history of social insects, NEUR 100 Brain, Behavior, and Cognition: An a grade point of 3.5 or higher in courses in the self organization in systems, models of division Introduction to Neuroscience major above the 100 level. The primary goal of the of labor, communication, and an examination of thesis project is the development of independent some of the biological oddities that have arisen as NEUR 200 Neurons, Networks, and Behavior research capabilities, culminating in the writing a result of kin selection. The format for the course with Laboratory of a research paper. Honors candidates present the will consist of demonstrations of basic principles, NEUR 320 Vision and Art: Physics, Physiology, results of their thesis research to an examination followed by discussion and presentation of classic Perception, and Practice with Laboratory committee in the thesis oral discussion, which literature and ground-breaking, current research. NEUR 335 Computational Neuroscience with takes place during reading period. After the oral Prerequisite: 201, 202, or 214 or by permission of instructor examination, the thesis committee evaluates the Distribution: Natural and Physical Sciences Laboratory Semester: Spring Unit: 1.0 candidate’s performance and may recommend PE 205 Sports Medicine approval of the degree with honors. For more BISC 339 Seminar: Biology of Parasites PHIL 217 Philosophy of Science: Traditional and information, please see the bulletin “Guide to Hughes Feminist Perspectives Independent Research.” Parasites hold a fascination for biologists. The life- PHIL 233 Environmental Ethics styles of these ubiquitous and sometimes danger- PHIL 249 Graduate Study ous organisms, perhaps seeming bizarre to us, have Medical Ethics proven very successful evolutionary adaptations PHYS 103 The Physics of Marine Mammals Students planning graduate work are advised to take calculus, statistics, organic chemistry, two to life on or within their hosts. Parasites belong PHYS 222 Medical Physics to many different protozoan groups and animal units of physics, and to have a reading knowledge phyla, and many families of plants. We will RAST 212/ES 212 Lake Baikal: The Soul of of a second language. They should consult the explore this great diversity of parasite forms and Siberia catalogs of the graduate schools of their choice for specializations, including parasite biogeography, specific requirements. life histories and evolution, behavioral alteration of hosts, and host defenses. An important empha-

57 Biological Sciences Advanced Placement Policy ••Be prepared for postgraduate study and/or Department of Chemistry public/private sector employment in fields such AP credit does not replace any course offered in as chemistry, medicine, teaching, marketing and Professor: Kolodny (Chair), Coleman, Hearn, the Department of Biological Sciences and does sales, human resources, law, consulting, and Wolfson A2, Arumainayagam not count toward a major or minor. No exemp- business management. tion exams are given. All courses require the fulfill- Associate Professor: Haines, Miwa, Flynn, Elmore ment of the Quantitative Reasoning basic skills Assistant Professor: Vardar-Ulu, Carrico-Moniz, CHEM 102 Contemporary Problems in requirement as a prerequisite. A1 Radhakrishnan , Virgo Chemistry with Laboratory Adjunct Assistant Professor: Reisberg, Verschoor Reisberg Transfer Credit and Study Abroad Topic for 2011-12: Understanding Drugs. A Senior Instructor in Chemistry Laboratory: study of a wide variety of drugs, both legal and In order to obtain Wellesley credit for any biol- Turnbull, Doe, Hall, McCarthy ogy course taken at another institution during illegal. The focus will be on how these molecules Instructor in Chemistry Laboratory: Oakes, affect our minds and bodies based on an under- the summer or the academic year, preliminary Trainor, Mukundan approval must be obtained from the chair of the standing of their biochemistry. Topics will include department prior to enrolling in the course. After Chemistry has often been referred to as “The antibiotics, steroids, stimulants, intoxicants, nar- a student has enrolled at Wellesley, courses from Central Science.” Knowledge of the properties and cotics, and hallucinogens. The history, discovery, two-year colleges will not be accepted at any behavior of atoms and molecules is crucial to our development, testing, regulation and prohibition level. Transfer students wishing to obtain credit understanding of medicine, biological systems, of these substances will also be considered. The for biology courses taken prior to enrollment at neuroscience, nanotechnology, environmental laboratory will include synthesis and analysis of an Wellesley should consult the chair of the depart- science and a myriad of other areas. All of the analgesic and an intoxicant, plus the detection of ment. Students wishing to apply courses taken traditional divisions of chemistry—analytical drugs in our bodies and on currency. overseas toward their major at Wellesley should chemistry, biochemistry, inorganic chemistry, Prerequisite: Open to all students except those who have also consult the chair. organic chemistry and physical chemistry—are taken any other chemistry course. represented on the faculty, in the course offerings Distribution: Natural and Physical Science and in opportunities for student-faculty collabora- Semester: Spring Unit: 1.25 Interdepartmental Majors tive research. CHEM 105 Fundamentals of Chemistry with Students interested in an interdepartmental major Unless otherwise noted, all courses meet for three Laboratory in Biological Chemistry or Neuroscience are periods of lecture/discussion and one 3.5 hour Staf referred to the sections of the course catalog where laboratory appointment weekly. CHEM 306 and This course is designed for students majoring in those programs are described. They should consult the selected topics courses will generally be taught the physical and biological sciences as well as those with the director of the appropriate program. without laboratory, but may include laboratory for wishing an introduction to modern molecular Students interested in the interdepartmental some topics. science. Core principles and applications of major in Environmental Studies are referred to The Chemistry Department reviews elections chemistry are combined to provide students with the section of the catalog where that program is of introductory chemistry students and places a conceptual understanding of chemistry that will described; they should consult with the director of them in 105, or 120 according to their previous help them in both their professional and everyday the program. Students interested in concentrating preparation, Advanced Placement (AP) scores, lives. Topics include principles of nuclear chem- in community biology may wish to supplement Advanced level grades, International Baccalaureate istry, atomic and molecular structure, molecular and enrich their work at Wellesley by taking (IB) scores, and department placement exams. energetics, chemical equilibrium, and chemical Extradepartmental courses offered through the Students with a 5 on the Chemistry AP exam (or kinetics. The laboratory work introduces students Marine Studies Consortium or the Semester in C or better on the A-level or 5 or higher on the to synthesis and structural determination by infra- Environmental Science (SES) offered each fall at higher level IB exam) typically elect CHEM 120. red and other spectroscopic techniques, periodic the Ecosystems Center of the Marine Biological They may elect CHEM 211 if they demonstrate properties, computational chemistry, statistical Laboratory, Woods Hole, Massachusetts. Students sufficient mastery of material from CHEM 120 analysis, and various quantitative methods of anal- are referred to the sections of the course catalog on the department’s exemption exam. Details of ysis. This course is intended for students who have titled Extradepartmental, where these opportuni- the AP/IB/A-level policy and the exemption and taken one year of high school chemistry and have a ties are described. placement exams are on the department’s Web math background equivalent to two years of high site, www.wellesley.edu/Chemistry/chem.html. school algebra. Students who have AP or IB credit in Students who have taken one year of high school Chemistry, and who elect CHEM 105, forfeit the AP chemistry should elect CHEM 105 followed by or IB credit. either CHEM 205 or 211. Prerequisite: One year of high school chemistry. Fulfillment Goals for the Major of the basic skills component of the Quantitative Reasoning requirement. Not open to students who have taken105P. ••Be able to think both concretely and abstractly Distribution: Natural and Physical Science or Mathematical about the world on a molecular level; Modeling Semester: Fall, Spring, Summer Unit: 1.25 ••Learn fundamental lab techniques and under- stand how concepts learned in lecture and labo- CHEM 105P Fundamentals of Chemistry with ratory can be implemented in the real world; Laboratory ••Perform scientific research in the form of inde- Miwa pendent study or thesis program; This course is designed for students majoring in ••Approach and model problems using concepts the physical and biological sciences as well as those and skills grounded in chemistry and learn about wishing an introduction to modern molecular how solving such problems benefits the broader science. Core principles and applications of society; chemistry are combined to provide students with a conceptual understanding of chemistry that will ••Have a solid foundation in chemical principles help them in both their professional and everyday and the ability to integrate concepts from chem- lives. Topics include principles of nuclear chem- istry and related fields in an interdisciplinary istry, atomic and molecular structure, molecular way; energetics, chemical equilibrium, and chemical ••Be able to present chemically-relevant material kinetics. The laboratory work introduces students clearly and accurately to an expert or a non- to synthesis and structural determination by infra- expert audience; red and other spectroscopic techniques, periodic properties, computational chemistry, statistical analysis, and various quantitative methods of

58 Chemistry analysis. This course is intended for students who do CHEM 211 Organic Chemistry I with Prerequisite: 205 or 120 and 211, or permission of the depart- ment; and MATH 116, 116Z, or 120 and PHYS 104 or 107. not meet the prerequisites for CHEM 105 and for Laboratory students who, because of their previous chemistry and Not open to students who have taken 233, [334] or 335. Staf Distribution: Natural and Physical Science or Mathematical math experiences, require additional academic sup- Topics covered include: stereochemistry, synthesis Modeling. Fulfills the Quantitative Reasoning overlay course port for the study of introductory chemistry. Includes and reactions of alkanes, alkenes, alkynes, alkyl requirement. two additional class meetings each week. Students in halides, alcohols and ethers, nomenclature of Semester: Spring Unit: 1.25 CHEM 105P must enroll in lab section 105P. organic functional groups, IR, and GC/MS. Prerequisite: Permission of instructor. Open by permission to CHEM 233 Physical Chemistry I with Prerequisite: 105, 105P, or 120 or permission of the Laboratory students who have not fulfilled the QR basic skills require- department. ment but are taking QR 140 concurrently. Not open to Distribution: Natural and Physical Science Arumainayagam students who have taken 105. Semester: Fall, Spring Unit: 1.25 Molecular basis of chemistry; intensive overview Distribution: Natural and Physical Science or Mathematical of theories, models, and techniques of physi- Modeling Semester: Fall Unit: 1.25 CHEM 212 Organic Chemistry II with cal chemistry; extensive coverage of quantum Laboratory mechanics; applications of quantum mechanics to CHEM 120 Intensive Introductory Chemistry Staf atomic and molecular structure, and spectroscopy; with Laboratory A continuation of CHEM 211. Includes NMR classical thermodynamics of gases and solutions; Arumainayagam spectroscopy, synthesis, reactions of aromatic and intermediate topics in chemical kinetics and A one-semester course for students who have carbonyl compounds, amines, and carbohydrates. introduction to reaction dynamics; basic statistical completed more than one year of high school In addition, students are expected to study the mechanics to calculate thermodynamic variables chemistry, replacing CHEM 105 and 205 as a chemical literature and write a short chemistry and equilibrium constants. prerequisite for more advanced chemistry courses. review paper. Prerequisite: 205 or 120, or by permission of the department; It presents the topics of nuclear chemistry, atomic Prerequisite: 211 and MATH 116, 116Z, or 120 and PHYS 104 or 107. For structure and bonding, periodicity, kinetics, ther- Distribution: Natural and Physical Science students entering in 2012 or later: MATH 215 (strongly Semester: Fall, Spring Unit: 1.25 recommended) or 205 Not open to students who have taken modynamics, electrochemistry, equilibrium, acid/ 232, [334], or 335. base chemistry, solubility and transition metal Distribution: Natural and Physical Science or Mathematical chemistry. All of these topics are presented in CHEM 221 Biochemistry I with Laboratory Modeling. Fulfills the Quantitative Reasoning overlay course the context of both historical and contemporary Vardar-Ulu requirement. applications. The laboratory includes experi- A study of the chemistry of biomolecules and Semester: Fall Unit: 1.25 ments directly related to topics covered in lecture, macromolecular assemblies with emphasis on the an introduction of statistical analysis of data, structure of proteins, nucleic acids, carbohydrates, CHEM 250 Research or Individual Study molecular modeling and computational chemistry, and lipids, as well as methodologies for studying Research is supervised by a member of the instrumental and classical methods of analysis, them. This course is the first half of a year-long Wellesley College Chemistry Department. Off- thermochemistry and solution equilibria. The course sequence in biochemistry that continues campus research requires active participation of a course meets for four periods of lecture/discussion with CHEM 328. Students who only intend to Wellesley faculty member throughout the research and one 3.5 hour laboratory. take a single semester of biochemistry should period. Course fulfills the research requirement enroll in CHEM 222. Prerequisite: Open to students who have a score of 5 on for the major only upon completion of a paper the Chemistry AP exam or an IB score of 5 or above; open Prerequisite: 205, 211 and BISC 220; or 120, 211 and BISC of 8–10 pages on the research and a presentation also to students with two years of chemistry but without 220 to the Chemistry Department during one of the the requisite AP or IB score who perform sufficiently well Distribution: Natural and Physical Science Semester: Fall Unit: 1.25 two research seminar presentation periods. A copy on the Chemistry 120 Placement Exam. Students must of the paper must be submitted to the chair of have fulfilled the basic skills component of the Quantitative Reasoning requirement. Not open to students who have CHEM 222 Introduction to Biochemistry with the department. (Note: paid internships are not completed 105/105P and/or 205. Students who have AP or Laboratory eligible for CHEM 250.) IB credit in Chemistry, and who elect 120, forfeit the AP or Elmore, Vardar-Ulu Prerequisite: Open by permission to students who have taken IB credit. A study of the chemistry of biomolecules and at least one chemistry course and are not eligible for CHEM Distribution: Natural and Physical Science or Mathematical 350. Modeling. Fulfills the Quantitative Reasoning overlay course macromolecular assemblies, with emphasis on Distribution: None requirement. structure-function relationships; an introduction Semester: Fall, Spring Unit: 1.0 Semester: Fall Unit: 1.25 to bioenergetics, enzyme kinetics, and metabo- lism. This course is intended for students who CHEM 306 Seminar CHEM 205 Chemical Analysis and plan to complete only one semester of biochemis- Flynn Equilibrium with Laboratory try coursework at Wellesley. Students who plan to Topic for 2011-12 Nanoscience. “Why can- Staf continue in Biochemistry II (CHEM 328) should not we write the entire 24 volumes of the This course builds on the principles introduced in enroll in CHEM 221. Encyclopedia Brittannica on the head of a pin?” CHEM 105, with an emphasis on chemical equi- Prerequisite: 205, 211 and 212; or 120, 211 and 212; For When the physicist Richard Feynman first asked librium and analysis, and their role in the chem- students entering in 2012 or later: MATH 215 (preferred) that question a half century ago, the word nano- istry of the environment. Topics include chemical or 205 science had yet to be used. Today, nanoscience reactions in aqueous solution with particular Distribution: Natural and Physical Science Semester: Fall, Spring Unit: 1.25 and nanotechnology have created a great deal of emphasis on acids and bases, solubility and com- interest not only from scientists and engineers but plexation, electrochemistry, atmospheric chem- CHEM 232 Physical Chemistry for the Life also from the general public. This course focuses istry, photochemistry and smog, global warming on the emergence of nanoscience and nanotech- and acid deposition, sampling and separations, Sciences with Laboratory Radhakrishnan nology over the last several decades. Questions modeling of complex equilibrium and kinetic we will addressed include what is the nature of systems, statistical analysis of data, and solid state An examination of several topics in physical chem- istry, with an emphasis on their applications to the nanoscience and nanotechnology, what are the chemistry of ceramics, zeolites and new novel principles that enable us to predict behavior over materials. The laboratory work includes additional life sciences. Topics include quantum chemistry and spectroscopy, molecular mechanics, chemical nanometer length scales, how are nanomaterials experience with instrumental and noninstrumen- made and organized, and how is nanotechnol- tal methods of analysis, sampling, computational thermodynamics, and kinetics. Does not count toward the chemistry major, but counts toward ogy likely to impact our lives. Study of current chemistry and solution equilibria. research in the areas of nanoscience and nanotech- Prerequisites: 105 or 105P and fulfillment of the basic skills the biological chemistry major and chemistry minor. nology will form the core of the course. We will component of the Quantitative Reasoning requirement. Not use the primary literature, popular portrayals, and open to students who have taken 120. Distribution: Mathematical Modeling or Natural and interactions with researchers in nanoscience as Physical Science. Fulfills the Quantitative Reasoning overlay avenues to explore the field. course requirement. Prerequisite: 120/205, 211, and one additional science course Semester: Fall, Spring Unit: 1.25 at the 200 level Distribution: Natural and Physical Science Semester: Spring Unit: 1.0

59 Chemistry CHEM 309 Computational Chemistry Prerequisite: 233 (232 by permission of the instructor), of the paper must be submitted to the chair of PHYS 106 or 108; and MATH 215. Not open to students the department. (Note: paid internships are not Elmore who have taken [334]. In the mid-20th century, researchers used Distribution: Natural and Physical Science or Mathematical eligible for CHEM 355.) physical models made of metal plates to help Modeling Prerequisite: Open only to seniors by permission of the determine the structure of the DNA double-helix. Semester: Spring Unit: 1.25 instructor. Distribution: None Contemporary chemists now use computers— Semester: Fall, Spring Unit: 1.0 from iPhones to supercomputers—to model com- CHEM 341 Inorganic Chemistry with Laboratory plex molecules. This course will provide students CHEM 360 Senior Thesis Research with a conceptual understanding of computational Coleman modeling techniques along with practical experi- Atomic structure, multi-electron atoms, the peri- CHEM 360 is the first course in a two-semester ence applying these methods. Specific methods odic table and periodicity, chemical applications investigation of a significant research problem, considered in the course may include ab initio and of group theory, molecular orbital theory, the culminating in departmental honors upon the semiempirical calculations, molecular mechanics chemistry of ionic compounds, generalized acid/ completion in the second semester of a thesis force fields, molecular dynamics simulations, and base theories, transition metal complexes, organo- and defense of that thesis before a committee of Monte Carlo methods, among others. Application metallic chemistry, catalysis, and bioinorganic faculty from the Chemistry Department. Students of these methods to solve problems in diverse chemistry. The laboratory introduces a number of in 360 and 370 will be expected to attend the areas, such as protein structure, organic reactivity experimental and computational techniques used weekly departmental honors seminar, listed in the and inorganic systems, will also be emphasized. In in inorganic chemistry. schedule of classes. The seminar provides a forum addition to regular computer-based exercises, the Prerequisites: 205 or 120; prerequisite/corequisite: 212. for students conducting independent research to course will culminate in an independent project Distribution: Natural and Physical Science present their work to fellow students and faculty. utilizing techniques presented in the course. Semester: Spring Unit: 1.25 See Academic Distinctions. If the first semester of thesis is used to fulfill the research requirement, Prerequisite: 205/120 and 211, or permission of instructor CHEM 350 Research or Individual Study Distribution: Natural and Physical Science the student must complete a paper of 8–10 pages Semester: Spring Unit: 1.0 Research is supervised by a member of the on the research and give a presentation to the Wellesley College Chemistry Department. Chemistry Department during one of the two CHEM 317 Advanced Organic Chemistry Students will be expected devote (per week)10–- research seminar presentation periods. A copy Haines 12 hours for Chemistry 350 and 5–6 hours of the paper must be submitted to the chair of Advanced organic reactions and mechanism, stud- for Chemistry 350H. Student projects will be the department. (Note: paid internships are not ied through the application of sophisticated struc- planned accordingly. Off-campus research requires eligible for CHEM 360.) tural considerations, kinetic and thermodynamic active participation of a Wellesley faculty member Prerequisite: By permission of department. measurements, and molecular orbital principles. throughout the research period. Course fulfills Distribution: None This course will include transition metal catalysis the research requirement for the major only Semester: Fall, Spring Unit: 1.0 of organic coupling reactions. The examples stud- upon the completion of a paper of 8–10 pages CHEM 361 Analytical Chemistry with ied will be drawn predominantly from the primary on the research and a presentation to the chem- Laboratory literature. istry department during one of the two research Flynn Prerequisite: 212 seminar presentation periods. A copy of the paper Distribution: Natural and Physical Science must be submitted to the chair of the department. Classical and instrumental methods of chemi- Semester: Fall Unit: 1.0 (Note: paid internships are not eligible for CHEM cal analysis. Topics include statistical analysis, 350.) electronics and circuitry, electrochemistry, CHEM 328 Biochemistry II with Laboratory spectroscopy, and separations science with special Prerequisite: Open by permission to students who have taken Vardar-Ulu at least three chemistry courses. attention to instrument design and function. The A further study of the function and regulation Distribution: None course work emphasizes the practical applications of biomolecules and macromolecular assemblies Semester: Fall, Spring Unit: 1.0 of chemical instrumentation and methods to introduced in CHEM 221, with special emphasis address questions in areas ranging from art history on enzymes and metabolic pathways. Both the CHEM 350H Research or Individual Study to biochemistry to materials science. The labora- lecture and laboratory components of the course Research is supervised by a member of the tory work focuses on the design, construction, and emphasize the development of independent Wellesley College Chemistry Department. use of chemical instrumentation along with the research proposals to further students’ conceptual Students will be expected devote (per week)10–- interfacing of instruments with computers. and experimental understanding of biochemistry. 12 hours for Chemistry 350 and 5–6 hours for Prerequisites: 205 and 211 or 120 and 211. Prerequisite: 221 (students with 222 should get permission Chemistry 350H. Distribution: Natural and Physical Science. Fulfills the of the instructor to enroll in 328) Quantitative Reasoning overlay course requirement. Prerequisite: Open by permission to students who have taken Distribution: Natural and Physical Science Semester: Fall Unit: 1.25 at least three chemistry courses. Semester: Spring Unit: 1.25 Distribution: None CHEM 365 Chemistry Thesis Semester: Fall, Spring Unit: 0.5 CHEM 335 Physical Chemistry II with The second course in a two-semester investigation Laboratory CHEM 355 Chemistry Thesis Research of a significant research problem, culminating Arumainayagam The first course in a two-semester investigation of in the preparation of a thesis and defense of that Quantum mechanics, group theory and statisti- thesis before a committee of faculty from the cal thermodynamics provide the foundation for a significant research problem, culminating in the preparation of a thesis and defense of that thesis Chemistry Department. Students will participate molecular spectroscopy that is used to understand in a regular weekly seminar program, in which the chemical nature of molecules. By address- before a committee of faculty from the Chemistry Department. Students will participate in a regular they will discuss their research progress informally ing modern chemical problems, students will with faculty and student colleagues and gain gain insight into how chemical reactions occur weekly seminar program, in which they will dis- cuss their research progress informally with faculty familiarity with contemporary research through while learning about exciting, vibrant fields presentations by outside seminar speakers. This of modern chemical research. This advanced and student colleagues and gain familiarity with contemporary research through presentations by route does not lead to departmental honors. course will emphasize the mathematical basis of Course counts toward the research requirement physical chemistry with an emphasis on matrix outside seminar speakers. This route does not lead to departmental honors. If the first semester of if the student completes the thesis and the thesis representations. The essential fundamentals will presentation. (Note: paid internships are not eli- be reinforced while modern applications and thesis is used to fulfill the research requirement, the student must complete a paper of 8–10 pages gible for CHEM 365.) new developments in experimental and theoreti- Prerequisite: 355 and permission of the department. cal chemical kinetics and reaction dynamics are on the research and give a presentation to the Chemistry Department during one of the two Distribution: None introduced. Semester: Fall, Spring Unit: 1.0 research seminar presentation periods. A copy

60 Chemistry CHEM 370 Senior Thesis Students interested in an independent major in Honors chemical physics should consult the department CHEM 370 is the second course in a two-semes- chair. The only route to honors in the major is writing ter investigation of a significant research problem, a thesis and passing an oral examination (CHEM culminating in departmental honors upon the 360 and 370). To be admitted to the thesis pro- completion of a thesis and defense of that thesis Independent Research gram, a student must have a grade point average before a committee of faculty from the Chemistry The chemistry major requires one semester or of at least 3.5 in all work in the major field above Department. Students will participate in a regular summer of research. The research requirement for the 100 level; the department may petition on her weekly seminar program, in which they will dis- the chemistry major can be fulfilled in the follow- behalf if her GPA in the major is between 3.2 and cuss their research progress informally with faculty ing ways: 3.5. See Academic Distinctions. and student colleagues and gain familiarity with contemporary research through presentations by A. Independent Study in Chemistry (CHEM outside seminar speakers. Course counts toward 250 or 350): Research is supervised by a member Chemist Accreditation of the Wellesley College Chemistry Department. the research requirement if the student com- The American Chemical Society has established Off-campus research requires active participation pletes the thesis and the thesis presentation. See a set of requirements in various areas which it of a Wellesley faculty member throughout the Academic Distinctions. (Note: paid internships considers essential for the training of chemists. research period. In order to fulfill the research are not eligible for CHEM 370.) Students wishing to meet the standard of an requirement for the major, the student must accredited chemist as defined by this society Prerequisite: 360 and permission of department. complete an 8−10 page paper on the research and Distribution: None should consult the chair of the department. Semester: Fall, Spring Unit: 1.0 give a presentation to the Chemistry Department during one of the two research seminar presenta- Teacher Certifcation Requirements for the Major tion periods. The paper must contain substantial literature references, demonstrating a familiarity Students interested in obtaining certification Any student who plans to take chemistry beyond with searching the chemical literature. A copy of to teach chemistry in the Commonwealth of 205 or 120 should consult one or more mem- the paper must be submitted to the chair of the Massachusetts should consult the chair of the bers of the Chemistry Department faculty. The Chemistry Department. (Note: paid internships Education Department. department Web site (http://www.wellesley.edu/ are not eligible for CHEM 250 or 350.) Chemistry/chem.html) contains specific sugges- B. Thesis in Chemistry (355/365 or 360/370): tions about programs and deals with a variety of If the first semester of thesis (355 or 360) is used Transfer Credit topics including preparation in mathematics and to fulfill the research requirement, the student In order to obtain Wellesley credit for any chem- physics, graduate programs, and careers of former must complete a paper of 8–10 pages on the istry course taken at another institution, during majors. research and give a presentation to the Chemistry the summer or the academic year, approval must The major will consist of: Department during one of the two research semi- be obtained via the Wellesley College Registrar’s nar presentation periods. The paper must contain ••105/105P and 205, or 120; Office from the chair of the department prior substantial literature references, demonstrating a to enrolling in the course. Students, especially ••211 and 212; familiarity with searching the chemical literature. those taking chemistry courses abroad, may be ••233; A copy of the paper must be submitted to the required to contact the course professor to obtain ••three from among: 222 or 221, 335, 341, 361; chair of the department. If the student completes specific details about the course because the online the second semester (365 or 370), the thesis and course description may be insufficient to make ••one unit of research/independent study (CHEM the thesis defense fulfill the paper and presentation an informed decision. In general, courses from 250, 350, 355, or 360) or completion of requirement. two-year colleges will not be accepted at any level. approved summer or off-campus research and C. Other Research Experiences: These restrictions normally apply only to courses required paper/presentation; A student may participate in an approved off-campus research taken after enrollment at Wellesley. Transfer ••one additional non-research/thesis chemistry program during the academic year (10 hours per students wishing to obtain credit for chemistry course at the 300 level week minimum for one semester) or an approved courses taken prior to enrollment at Wellesley For students entering before 2012: summer research program (eight weeks mini- should consult the chair of the department. ••MATH 116 or MATH 120; and PHYS 106 or mum length), write an 8−10 page paper on the PHYS 108 research, and give a presentation to the Chemistry Advanced Placement and Department during one of the two research For students entering in 2012 or later: seminar presentation periods. The paper must Exemption Examinations ••MATH 215 (strongly recommended) or 205; contain substantial literature references, demon- If a student scores a 5 on the AP or 5 or higher and PHYS 106 or PHYS 108 strating a familiarity with searching the chemical on the IB higher level examination or C or higher Students planning to go to graduate school in literature. A copy of the paper must be submitted on the A-levels, she automatically qualifies for chemistry should choose PHYS 108, MATH 215, to the chair of the department. Students elect- CHEM 120. The department offers exemption and CHEM 335. Students planning to study ing to use an off-campus research experience to and placement examinations at the beginning of physical chemistry in graduate school should con- fulfill the research requirement must have the the fall semester. If a student scores a 5 on the AP sider taking CHEM 335 in their junior year and research project approved by a faculty member or 5 or higher on the IB higher level examina- PHYS 349 in their senior year. in the Chemistry Department before starting the tion or C or higher on the A-levels and does well program. on the CHEM 120 exemption exam, she can The required mathematics and physics courses go directly into CHEM 211. If a student scores (PHYS 108 but not PHYS 106) may also be Requirements for the Minor below a 5 on the Chemistry AP or below 5 on the counted toward a major or a minor in those IB higher level examination or below C on the departments. Early completion of the math- A minor in chemistry includes: 105/105P and A-levels, but performs well on the CHEM 120 ematics and physics requirements is strongly 205, or 120; 211; 233 or 232; a choice of 221 placement exam, she will be placed into CHEM encouraged. or 222 or 341 or 361; one additional 200 or 300 120. A student may take CHEM 105 without tak- Normally no more than three courses of chemistry level unit, excluding 350. The mathematics and ing AP chemistry or a placement exam. taken at another institution may be counted physics prerequisites for 233/232 must also be sat- towards the major. isfied. Normally no more than one unit in chem- Withdrawal from Courses Students interested in the interdepartmental major istry from another institution may be counted in biological chemistry are referred to the section toward the minor. with Laboratory of the catalog where that major is described. They Students who withdraw from a course which should also consult with the director of the bio- includes laboratory, and then elect that course in logical chemistry program. another semester, must complete both the lecture and laboratory portions of the course the second time.

61 Chemistry ••Explore the relationships between technology, Department of Chinese Cinema and Media aesthetic process and social impact of modern media culture See Department of East Asian Languages and Studies Literatures ••Learn about media as forms of collective as well AN INTERDEPARTMENTAL MAJOR AND as individual expression. Chinese Studies MINOR ••Produce media works in the form or forms of their choice. See East Asian Studies Co-director: Viano, Wood (The Writing Program) Professor: Viano CAMS 101 Introduction to Cinema and Media Visiting Lecturer: San Filippo Studies Advisory Committee: Berman (Art), Ford Ford (English), TBA (English), Mekuria (Art), Metaxas (Media Arts & CAMS 101 introduces students to the study of Sciences), Olsen (Art), Prabhu A1 (French), Wood audio-visual media, including oral, print, photo- (The Writing Program) graphic, cinematic, broadcast and digital media A1 forms and practices. Using a case study approach, Participating Faculty: Carroll (Art), Cezair- we will explore the nature of audio-visual com- Thompson (English), Channer (English), Creef munication/representation in historical, cultural, (Women’s and Gender Studies), Laviosa (Italian A disciplinary, and media-specific contexts, and Studies), Mata (Women’s and Gender Studies), examine different theoretical and critical perspec- Matzner (Anthropology), Nolden (German), tives on the role and power of media to infuence Rivera (Art), Shetley (English), Song A (East Asian A our social values, political beliefs, identities, and Languages and Literatures), Zimmerman (East behaviors. We’ll also consider how consumers of Asian Languages and Literatures) media representations can and do contest and The Cinema and Media Studies Program (CAMS) unsettle their embedded messages. Our emphasis offers an innovative, interdisciplinary major will be on developing the research and analytical and minor focused on the history, theory and tools, modes of reading, and forms of critical prac- practice of the media that characterize moder- tice that can help us to negotiate the increasingly nity and those new media that are currently mediated world in which we live. emerging. CAMS engages with all forms of still, Prerequisite: None. CAMS 101 is required for all students moving-image and screen-based media, from the majoring or minoring in Cinema and Media Studies, and dominant media forms of the last century (film, should be taken before any other CAMS course, 135 and television, and still photography) through today’s higher. emergent forms (digital media, computer and Distribution: Arts, Music, Theatre, Film, Video Semester: Fall, Spring Unit: 1.0 web-based technology, etc.). While the major requires students to select one of three distinct CAMS 102 Between Magic and Reality: tracks—in History and Theory of Media, Video or History of World Cinema, Pt 1 Media Arts Production or Media and the Public Viano Sphere—an innovative feature of the major is that This course traces the history of the film we expect students in all tracks to be conversant in medium from its beginnings in Muybridge and both theory and production. Students in the pro- Marey’s chronophotography to the cine-political gram come to understand theory through practice, revolution brought about by neo-realism in the and practice through theory. mid-1940s. We emphasize cinema as a global Goals for the Major phenomenon and its development as an art form ••Students in the CAMS major will learn that the extending beyond the US and European film various media we use/interact with are not only industries. We also examine the silent period the products of human thought, imagination, through the 20’s, when films with virtually no and interaction, but have a defining impact on subtitles seemed to fulfill the hopes of cinema’s our understanding of ourselves as social beings— transnational promise and investigate its trans- as thinking, communicating, interacting mem- formation with the arrival of sound and (techni) bers of ethnicities, genders, classes, societies, color. Finally, we trace the development and tech- nations, and global communities. niques of classical dramatic cinema of the 1930- 40s, while foregrounding the parallel emergence of ••Students who complete the CAMS major will: other cinematic modes including the social docu- ••Have a broad based contemporary and historical mentary and propaganda film and its integration knowledge of international film and audio-visual with other modern arts such as animation and the media. musical film. ••Learn the aesthetic forms and languages of film Prerequisite: 101 or ARTH 101 or permission of instructor. and media through in depth viewing/listening Required for all students majoring or minoring in Cinema and critical analysis. and Media Studies, Distribution: Arts, Music, Theatre, Film, Video ••Develop critical and analytical tools for the study Semester: Fall Unit: 1.0 of film and audio-visual media. ••Have an active knowledge of the interplay CAMS 105 Film Now! An Introduction to the between image, sound, narrative, and motion Cinematic Experience that constitute each media form. Shetley (English) An introduction to the art of film designed for ••Study the role of media in constituting a public non-majors, this course explores the excitement sphere and its affects on democratic society. of contemporary global filmmaking. Through ••Develop an understanding of the cultural, selected films and readings, the course focuses on political and economic role of film and media in the basic elements of filmic language including modern societies. mise-en-scene, editing, cinematography, the rela- tion of sound to the image and narrative structure. Students learn to view the art of film not only as a medium for personal expression, but also

62 Chinese/Chinese Studies/Cinema and Media Studies as a complex interplay between aesthetic, ideo- CAMS 200 Thinking Through Cinema: Film Prerequisite: 102 or permission of instructor. Required for all logical, economic, and technological concerns. students majoring in Cinema and Media Studies and Media Theory Distribution: Arts, Music, Theatre, Film, Video Discussions will examine in detail how today’s Skoller Semester: Spring Unit: 1.0 filmmakers are utilizing both traditional cinematic Cinema has impacted every aspect of our culture, forms and emerging new media technologies and transforming politics, infuencing other art forms CAMS 203/CHIN 243 Chinese Cinema the ways they are changing the Cinema experience and has redefined modern conceptions of reality, (in English) in the 21st century. temporality and human desire. This course is an Song (East Asian Languages and Literatures) Prerequisite: None overview of the major theoretical issues raised This course explores the cinematic conventions Distribution: Visual Arts, Music, Theater, Film, and Video in a century of cinema by examining the ways and experiments employed by Chinese filmmak- Semester: Spring Unit: 1.0 thinkers and filmmakers have engaged with the ers over the past hundred years. Unique Chinese medium through this innovative and rigorous new CAMS 115/WRIT 125 Hitchcock, Auteur film genres such as left-wing melodrama, martial form of scholarship. We explore the major texts Wood (The Writing Program) arts films and model play adaptations, as well as in the history of film theory, from early writings What is it that draws filmmakers, critics, writ- the three “new waves” in China’s recent avant- on film as an emergent medium to contemporary ers, and scholars back to the films of Alfred garde cinema, will be examined and discussed. post-cinema discourses on digital convergence. Hitchcock, time and time again? What shots and Individual filmic visions and techniques experi- Topics include cinematic specificity, indexicality, frame compositions tempt filmmakers to imitation mented with by important directors such as Fei theories of ideology, spectatorship and reception, and homage? What narrative themes seduce crit- Mu, Hou Hsiao-hsien, Zhang Yimou and Jia structuralism and poststructuralism, semiotics, ics? What paradoxes puzzle scholars and writers? Zhangke will be closely analyzed. Class discus- psychoanalysis, postcolonial, feminist and queer To what extent is Hitchcock the master of his own sions will aim to help students understand the theories. These theoretical texts are contextualized films—in the words of film theorists, an auteur history, politics, and aesthetics of Chinese cinema. by weekly film screenings, lectures and discussion. as much as a director? To what extent did he col- Theoretical aspects of film studies will also be laborate with others—screenwriters, composers, Prerequisite: 101 or ARTH 101 or permission of instructor. incorporated into class readings and discussions. Required for all students majoring in Cinema and Media No prior knowledge of China or film studies is actors, cinematographers, and yes, his own wife Studies and daughter—to produce enduring works of art? required. Students may register for either CAMS Distribution: Arts, Music, Theatre, Film, Video 203 or CHIN 243 and credit will be granted In reading, viewing, analyzing, and writing about Semester: Fall Unit: 1.0 films from all periods of Hitchcock’s working life, accordingly. this course will use these questions to shape our CAMS 201 Early Cinema Prerequisite: None This course Distribution: Arts, Music, Theatre, Film, Video or Language understanding of film and film theory. Wood (The Writing Program) and Literature satisfies the WRIT 125 requirement and counts as a NOT OFFERED 2011-12. This course examines Semester: Spring Unit 1.0 unit towards a major in cinema and media studies. the energy, experimentation, and aesthetics of Includes a third session each week. pre-sound and early sound cinema, from 1895 CAMS 204/GER 280 Film in Germany, 1919– Prerequisite: None. Open only to first-year students. through the 1930s, when sound, censorship, and 2009 (in English) Distribution: Arts, Music, Theatre, Film, Video an emerging Hollywood studio system produced NOT OFFERED IN 2011-12. Semester: Fall Unit: 1.0 a shift from a “cinema of attraction” (Gunning) to This course a cinema of narration. The period provides a deli- provides a survey of the history of films made by CAMS 135/ARTS 165 Introduction to Video cious paradox for the serious student of film: early German directors. It introduces the student to the Production films are at once strange (in the range of visual aesthetics and politics of the individual periods of Mekuria (Art) styles deployed) and familiar (establishing forms German film making, among them Expressionism, Introduction to the principles of video production that become commonplace in later cinema— Film in the Third Reich, Postwar Beginnings, with emphasis on developing basic skills of record- melodrama and expressionism, for example). The and New German Cinema. We will concentrate ing with a video camera, scripting, directing, and course covers major filmmakers (the Lumières, on films by Lang, Murnau, Riefenstahl, Sierck, editing short videos. Students may register for either Meliès, Griffith, Vertov, Eisenstein, Murnau, Staudte, Akin, Fassbinder, Wenders, and Tykwer. Students may register for either CAMS 204 or GER CAMS 135 or ARTS 165 and credit will be granted Keaton and Chaplin, among others) in relation to 280 and credit will be granted accordingly. accordingly. aesthetic and social theories. Other topics: early Prerequisite: None. Permission of the instructor required. Bombay and Shanghai film; modes of production Prerequisite: None Meets Production requirement for CAMS major. File Distribution: Arts, Music, Theatre, Film, Video or Language and distribution; the technological development and Literature application found on the department website before of the cinematic form. pre-registration. Semester: N/O Unit: 1.0 Distribution: Arts, Music, Theatre, Film, Video Prerequisite: 101 or ARTH 101 or permission of instructor. Semester: Fall, Spring Unit: 1.0 CAMS core course. Meets requirements for core requirement CAMS 205/JPN 256 History of Japanese Distribution: Arts, Music, Theatre, Film, Video Cinema (in English) Semester: N/O Unit: 1.0 CAMS 138/ARTS 108 Photography I Zimmerman (East Asian Languages and Literatures) Kelley (Art) CAMS 202 Between Magic and Reality: From the long take and the pictorial composi- This introductory course explores photography as History of World Cinema, Part 2 tion to the swirling action of the sword fight, we a means of visual communication by producing Viano explore how Japanese directors first adopted and and analyzing photographic images. Emphasis is This course charts the history of world cinema then transformed the language of cinema. We on acquiring basic black-and-white technical skills from mid-20th century to the present. The first move chronologically, from early silent film to with 35mm cameras and traditional darkroom part examines the concomitant dismantling recent independent cinema, and we view films practices. Class discussions and studio projects of the Hollywood studio system and its infu- that speak to the concerns of each subsequent gen- address a range of technical, compositional, and ence, with the rise of international new waves, eration. Because Japanese directors have created a aesthetic issues fundamental to image-making. counter-cinemas, and art cinema in which ever visual style that counters certain Hollywood con- Strong emphasis is on the development of both a more sophisticated forms of spectatorial address, ventions, we also devote class time to learning how technical grasp of the tools and a critical awareness combined with the graphic depiction of sex and to read film. Readings from literature and history of the medium through assignments and critiques. violence, could better express the technological, enhance study. Directors include: Mizoguchi, Students may register for either CAMS 138 or ARTS political, and cultural transformations occurring Ozu, Kurosawa, Oshima, Imamura, Koreeda, 108 and credit will be granted accordingly. in the second half of the 20th century. The last and Nishikawa. No previous knowledge of Japan, Students may Prerequisite: None. Permission of the instructor required. part of the course illustrates and theorizes the Japanese, or film studies is required. Meets Production requirement for CAMS major. File register for either CAMS 205 or JPN 256 and credit current post-cinema condition in which the rise application found on the department website before will be granted accordingly. pre-registration of digital technology has created new forms of Distribution: Arts, Music, Theatre, Film, Video film production, aesthetic possibilities and the Prerequisite: None Semester: Fall, Spring, Summer Unit: 1.0 Distribution: Arts, Music, Theatre, Film, Video or Language convergence of different forms of media which is and Literature transforming modes of spectatorship beyond the Semester: Fall Unit: 1.0 movie theatre.

63 Cinema and Media Studies CAMS 206 Cinema of the 1960s ways of representing beauty, sexuality, power Prerequisite: 101 or ARTH 101, or permission of instructor and agency. We consider how feminist and queer Distribution: Arts, Music, Theatre, Film, Video Viano Semester: N/O Unit: 1.0 NOT OFFERED in 2011-12. Many film his- consciousness inform film authorship, and queer cinema’s role in the production of sexual identities torians regard the 1960s as the most important CAMS 222 Gimme Some Truth? Documentary and communities. Through screenings and discus- decade in the growth of the so-called seventh art. Film & Media While ubiquitous New Waves were transforming sions of a diverse range of filmic practices, we will explore these questions with an eye to understand- Wood (The Writing Program) filmic conventions across the globe, cinematic This course surveys the history, theory and prac- Modernism peaked with the works of such film- ing how gender difference and sexual desire are (re)configured in and by cinema. tice of Documentary Film & Media. We examine makers as Antonioni, Bergman, and Teshigahara. the ways its forms and ethics have changed since At the same time, political and avant-garde films Prerequisite: 101 or ARTH 101 or permission of instructor. the beginning of cinema. We the study the major were pushing representation’s boundaries and CAMS core course. Meets requirements for core requirement Distribution: Arts, Music, Theatre, Film, Video modes of the Documentary including cinema mirroring the turbulent creativity of the times. Semester: Fall Unit: 1.0 verité, direct cinema, investigative documentary, Through an exemplary selection of films from ethnographic film, agit-prop and activist media, different countries, this course aims to expose CAMS 211 Hollywood from Vietnam to Reagan the personal essay as well as recent forms such as students to the works, directors, and movements San Filippo the docudrama, the archival film, “mockumen- of “the decisive decade.” The 1970s is known as a golden age of tary,” and web-based forms. We will examine the Prerequisite: 101 or ARTH 101 or permission of instructor. Hollywood, a unique instance when commer- “reality effects” of these works focusing and the Distribution: Arts, Music, Theatre, Film, Video cialism and creativity joined forces to produce ways in which they create their authority. We will Semester: N/O Unit: 1.0 artistically inspired, politically engaged works ask: how do these films shape notions of truth, reality and point of view? What are the ethics CAMS 207/ARTH 226 History of that revitalized the domestic film industry and and politics of representation and who speaks for Photography: From Invention to Media Age national cinephilia. We will examine the aesthetic infuences, cultural trends, economic factors, whom when we watch a documentary? What do Berman (Art) and industrial/technological determinants that documentaries make visible or conceal? NOT OFFERED IN 2011-12. Photography is so combined to make possible this decade’s vital Prerequisite: 101 or ARTH 101 or permission of instruc- much a part of our private and public lives, and it filmmaking. Furthermore, we will appraise 1970s tor. CAMS core course. Meets core requirement for CAMS plays such an infuential role in our environment, Hollywood mythmaking, taking into account major and minor that we often forget to examine its aesthetics, matters of gender, sexuality, and race as well as Distribution: Arts, Music, Theatre, Film, Video meanings, and histories. This course provides an Semester: Spring Unit: 1.0 questions of film historicism and cultural memory. introduction to these analyses by examining the Films likely to be studied are All the President’s history of photography from the 1830s to the CAMS 224/ITAS 212 Italian Women Directors: Men, An Unmarried Woman, The Conversation, present. Considering fine arts and mass media The Female Authorial Voice in Italian Cinema Five Easy Pieces, Jaws, McCabe and Mrs. Miller, practices, the class will examine the works of (in English) Shampoo, and The Working Girls. individual practitioners as well as the emergence Laviosa (Italian Studies) of technologies, aesthetic directions, markets, Prerequisite: None NOT OFFERED IN 2011-12. This course exam- Distribution: Arts, Music, Theatre, Film, Video ines the films of a number of major Italian women and meanings. Normally ofered in alternate years. Semester: Summer Unit: 1.0 Students may register for either CAMS 207 or directors across two artistic generations: Cavani ARTH 226 and credit will be granted accordingly. CAMS 213/GER 288 From Berlin to and Wertmüller from the 1960s to the 1990s; Prerequisite: 101 or ARTH 101 or permission of instructor. Hollywood (in English) Archibugi, Comencini and others in the 1990s. Distribution: Arts, Music, Theatre, Film, Video Nolden (German) Neither fascist cinema nor neorealism fostered Semester: N/O Unit: 1.0 NOT OFFERED IN 2011-12. This course will female talents, so it was only with the emergence trace the complicated relationships between the of feminism and the women’s movement of the CAMS 208 Contemporary Hollywood 1960s and 1970s that a space for female voices in Romantic Comedy two major centers of movie making by focusing on film directors who became icons of Hollywood Italian cinema was created. The course will explore San Filippo after having spent their formative years in Berlin, how women directors give form to their directorial This course explores the ubiquitous yet under- Vienna, or Prague. We will discuss both the histo- signatures in film, focusing on their films’ formal studied Hollywood romantic comedy, starting ry of commercial competition between Berlin and features and narrative themes in the light of their with its “radical” turn following the classical stu- Hollywood as well as notions of aesthetic transfer sociohistorical context. Students may register for dio system’s demise and in the wake of the sexual by analyzing the work of actors and directors such either CAMS 224 or ITAS 212 and credit will be revolution and women’s liberation. From there, as Marlene Dietrich, Peter Lorre, F.W. Murnau, granted accordingly. we’ll trace how romantic comedy has changed Fritz Lang, Ernst Lubisch, Billy Wilder, Douglas Prerequisite: None and stayed the same stylistically, thematically, Sirk, all the way through contemporary direc- Distribution: Arts, Music, Theatre, Film, Video and ideologically. At the heart of our explorations Semester: N/O Unit: 1.0 tors like Wolfgang Petersen and Wim Wenders. will be ongoing consideration of how romantic Students may register for either CAMS 213 or GER comedies refect and negotiate ever-changing CAMS 225/ITAS 225 Golden Age of Italian 288 and credit will be granted accordingly. cultural concepts around gender roles, relations Cinema (in English) between the sexes and those of the same sex, Prerequisite: None Viano Distribution: Language and Literature or Arts, Music, A unique synergy of economic, historical, geo- alternative sexualities, and issues of race, class, Theatre, Film, Video friends and family. Films likely to be screened Semester: N/O Unit: 1.0 political, cultural and esthetic factors propelled are Annie Hall, Desperately Seeking Susan, Eternal Italian films into the international limelight Sunshine of the Spotless Mind, Knocked Up, My Best CAMS 221 Cinema: Art and Theory during the period between 1960 (e.g. the near Friend’s Wedding, She’s Gotta Have It, Trust, and An Shetley (English) simultaneous release of Antonioni’s L’Avventura Unmarried Woman. NOT OFFERED IN 2011-12. What is the and Fellini’s La Dolce Vita) and the mid-seventies Prerequisite: None nature of cinema? Can a mechanical process ever (e. g. Pasolini’s Salò). Exposing students to exem- Distribution: Arts, Music, Theatre, Film, Video produce art? Does film completely transform our plary films from such a period, this course aims Semester: Summer Unit: 1.0 notions of what artworks are, or should films be to investigate the interface between socio-cultural judged on the same criteria we apply to other history and filmmaking as well as the various ways CAMS 209 Desiring Difference: Gender and media? What makes a film great? Given that in which Italian cinema contributed to the history Sexuality in Cinema filmmaking is collaborative, who is the creator of of the medium. Topical examples from low genres San Filippo a film? These were among the urgent questions such as comedy, western, and horror, will alter- This course explores the evolving ways gender confronted by those who sought to understand nate with ‘classics’ of political and (post)modern and sexuality are represented in cinema. We look cinema in the decades after its invention. In this cinema. The unique role played by Rome, at once at film through the lens of feminist and queer course, we will read classic works of film theory center of film production, cinematic location, discourses of the last 40 years and the ways they and view a wide range of films in order to explore and symbol of eternity, shall also be examined. have invented new cinematic forms to challenge the nature of film and grasp the artistic possibili- Students may register for either CAMS 225 or ITAS traditional gender roles, creating more complex ties of the cinematic medium. 225 and credit will be granted accordingly.

64 Cinema and Media Studies Prerequisite: None and activist, new narrative, recycled cinema, the CAMS 235/ARTS 265 Intermediate Video Distribution: Arts, Music, Theatre, Film, Video film essay, feminist and queer cinemas, as well as Semester: Fall Unit: 1.0 Production/The Documentary Form expanded forms such as installation and web based Mekuria (Art) cinema. CAMS 226 Montage: History, Theory, Practice An exploration of the techniques and styles of Viano Prerequisite: Prerequisite: 101 or CAMS 135/ART 165 or producing documentary videos. We will survey ARTH 101 or permission of instructor. CAMS core course. current issues surrounding objectivity and repre- An in-depth, hands-on, look at the film editing Meets core requirement for CAMS major and minor style characterized by extreme fragmentation and Distribution: Arts, Music, Theater, Film, Video sentation as it concerns the documentary form. rapid cutting, known as montage. Weekly show- Semester: N/O Unit: 1.0 Strong emphasis on storytelling. Special focus on ings include representative silent films by Griffith, lighting, sound recording, and editing. We will the Soviet Montage movement, and Dada- CAMS 230/ARTS 260 Moving Image Studio screen and analyze various styles of documentary Surrealist shorts as well as the montage-driven Olsen (Art) films. Final projects will be short documentaries. cinematography of later epigones (Godard). A NOT OFFERED IN 2011-12. Creative explora- Students may register for either CAMS 235 or ARTS selection of theoretical essays, mostly drawn from tion of the moving image as it relates to digital 265 and credit will be granted accordingly. Eisenstein’s life-long tinkering with montage’s methods of animation, video, and motion graph- Prerequisite: CAMS 135/ARTS 165 or permission of the multidimensionality, will enable our investiga- ics. Hands-on production of audio, image, text, instructor required. tion of the different forms of cinematic montage and time-based media synthesis, with a conceptual Distribution: Arts, Music, Theatre, Film, Video Semester: Spring Unit: 1.0 and of what one finds at the boundary of this emphasis on nonlinear narrative, communica- intriguing notion (e.g. Joyce’s Ulysses, Cubism, tion design and visual expression. Screenings and CAMS 238/ARTS 208 Photography II lectures on historical and contemporary practices, the assembly-line). In addition to watching films Kelley (Art) coupled with readings and discussions of the theo- and reading pertinent material, students will put Building on the foundation of CAMS 138/ARTS retical, artistic, and cultural issues in the moving their understanding and proficiency into practice 108, initial digital camera and scanning tech- image. Normally ofered in alternate years. Students through written and audio-visual assignments. niques are introduced to provide a background may register for either CAMS 230 or ARTS 260 and Prerequisite: 101 or CAMS 135/ART 165 or ARTH 101 in color image production through use of the or permission of instructor. CAMS core course. Meets core credit will be granted accordingly. requirement for CAMS major and minor inkjet printer. Using the traditional wet darkroom, Prerequisite: CAMS 138/ARTS 108 or CAMS 135/ARTS students will explore the medium format camera Distribution: Arts, Music, Theatre, Film, Video 165 or CAMS 239/ARTS 221. Semester: Spring Unit: 1.0 Distribution: Arts, Music, Theatre, Film, Video and advanced developing and printing processes. Semester: N/O Unit: 1.0 Other techniques include lighting equipment and CAMS 227 Television metering. Strong emphasis is on the development San Filippo CAMS 232/ANTH 232 Anthropology of Media of a personal photographic vision and a critical NOT OFFERED IN 2011-12. Television Matzner (Anthropology) awareness of the medium and its history through today is omnipresent and, it sometimes seems, NOT OFFERED IN 2011-12. This course research and critiques. Students may register for omnipotent: seen by millions worldwide, generat- introduces students to key analytic frameworks either CAMS 238 or ARTS 208 and credit will be ing massive revenue, enormously infuential in through which media and the mediation of cul- granted accordingly. Studio fee of $35. shaping conceptions of ourselves and our world. ture have been examined. Using an anthropologi- Prerequisite: CAMS 138/ARTS 108 or permission of the The course will begin with a study of the specific cal approach, students will explore how media as instructor required. form of television, and of the development of representation and as cultural practice have been Distribution: Arts, Music, Theatre, Film, Video Semester: Fall Unit: 1.0 televisual style (and spectatorial perception) since fundamental to the (trans)formation of modern the invention of the medium. We will consider sensibilities and social relations. We will examine CAMS 239/ARTS 221 Digital Imaging how television sells not just consumer goods but various technologies of mediation—from the Olson (Art) cultural myths and self-images: of family, class, Maussian body as “Man’s first technical instru- Introduction to artistic production through and national identity; gender roles, sexuality, and ment” to print capitalism, radio and cassette electronic imaging, manipulation and output. lifestyle; and race and ethnicity. We will explore cultures, cinematic and televisual publics, war Emphasis on expression, continuity, and sequen- the ways in which industrial and regulatory journalism, the digital revolution and the political tial structuring of visuals through the integration practices operate behind the scenes to shape and milieu of spin and public relations. Themes in this of image, type and motion. Image output for control what and who gets broadcast, and how. course include: media in the transformation of the print, screen, and adaptive surfaces are explored The course will conclude with a look ahead to senses; media in the production of cultural sub- in conjunction with production techniques of television’s next frontiers. jectivities and publics; and the social worlds and image capture, lighting and processing. Lectures Prerequisite: 101 or CAMS 135/ART 165 or ARTH 101 cultural logics of media institutions and sites of and screenings of historic and contemporary uses or permission of instructor. CAMS core course. Meets core production. Students may register for either CAMS of technology for artistic and social application of requirement for CAMS major and minor 232 or ANTH 232 and credit will be granted electronic imaging. Students may register for either Distribution: Arts, Music, Theatre, Film, Video accordingly. Semester: N/O Unit: 1.0 CAMS 239 or ARTS 221 and credit will be granted Prerequisite: None accordingly. Studio fee of $35. CAMS 228 Avant-Garde Film Distribution: Social and Behavioral Analysis Semester: N/O Unit: 1.0 Prerequisite: ARTS 108/CAMS 138 or ARTS 109 or permis- Skoller sion of instructor NOT OFFERED IN 2011-12. A survey of the Distribution: Arts, Music, Theater, Film, Video CAMS 234/ENG 204 The Art of Screenwriting Semester: Fall, Spring, Summer Unit: 1.0 history and aesthetics of the international film Cezair-Thompson (English) Avant-Garde from the 1920s to the present. A creative writing course in a workshop setting for CAMS 240/WGST 223 Gendering the Bronze The course explores experimental film forms those interested in the theory and practice of writ- and practices in relation to the larger artistic, Screen: Representations of Chicanas/Latinas ing for film. The course focuses on the full length in Film counter-cultural and intellectual contexts from feature film, both original screenplays and screen which they arise. We look at the ways film/video Mata (Women’s and Gender Studies) adaptations of literary work. Enrollment limited to The history of Chicanas and Latinas on the artists have not only created new film languages in 15 students. Mandatory credit/noncredit. Students order to express their unique vision, but also how big screen is a long and complicated one. To who have taken this course once may register for it understand the changes that have occurred in the they invented alternative modes of production, one additional time. Students may register for either distribution, and exhibition of their unique work. representation of Chicanas/Latinas, this course CAMS 234 or ENG 204 and credit will be granted proposes an analysis of films that traces various We examine the major formal modes of Avant- accordingly. Garde cinema, including abstract, surrealist/Dada, stereotypes to examine how those images have psychodrama, the lyric film-poem, autobiographi- Prerequisite: Permission of instructor. Meets production been perpetuated, altered, and ultimately resisted. requirement for CAMS major From the Anglicizing of names to the erasure of cal, materialist and structural forms, political Distribution: Arts, Music, Theatre, Film, Video or Language and Literature racial backgrounds, the ways in which Chicanas Semester: Spring Unit: 1.0 and Latinas are represented has been contingent on ideologies of race, gender, class, and sexuality. We will be examining how films have typecast

65 Cinema and Media Studies Chicanas/Latinas as criminals or as “exotic” style from the standpoint of the auteur theory. Prerequisite: CAMS 202, ARTH 101 or permission of based on their status as women of color, and how We thus set two goals for ourselves. Through the instructor required. Distribution: Arts, Music, Theatre, Film, Video Chicano/Latino filmmakers continue the practice comparative analysis of their most infuential Semester: Spring Unit: 1.0 of casting Chicanas/Latinas only as support films, Fellini’s visionary and subjective, editing- characters to the male protagonists. Students may driven and dream-infested, cinema will emerge CAMS 341/ARTH 391 Persuasive Images register for either CAMS 240 or WGST 223 and against Antonioni’s nearly opposite filmmaking Berman (Art) credit will be granted accordingly. style, long-takes and painterly frame composition, Visual images have always been enlisted to infu- Prerequisite: None. Not open to students who have previ- formal rigor and philosophical ingenuity. At the ence individual and collective decision-making, ously taken [WOST 223]. same time, a selection of key theoretical essays action, and identity. However, the rise of the mass Distribution: Arts, Music, Theatre, Film, Video will allow us to trace the concomitant rise of the Semester: Fall Unit: 1.0 media in the nineteenth century, and the multi- auteur theory and evaluate its claims to validity as plication of visual technologies in the twentieth well as its problems and decline. CAMS 241/WGST 249 Asian American Women century, has created unprecedented opportunities Prerequisite: CAMS 202 or ARTH 101 or permission of in Film for the diffusion of persuasive images. This semi- instructor required. nar enlists case studies to examine the uses and Creef (Women’s and Gender Studies) Distribution: Arts, Music, Theatre, Film, Video NOT OFFERED 2011-12. This course will serve Semester: N/O functions of visual images in advertising and pro- as an introduction to Asian American film and Unit: 1.0 paganda and considers, in particular, graphic arts, video, and begin with the premise that there is photography, film, and other reproductive media. a distinct American style of Asian “Orientalist” CAMS 335/ARTS 365 Advanced Video It also considers the interplay between elite and representation by tracing its development in Production popular arts. The goal of the course is to refine our classic Hollywood film over the last 75 years. We Mekuria (Art) critical understanding and reception of the visual examine the politics of interracial romance, the An intensive course in story development, writing world. Students may register for either CAMS 341 phenomenon of the “yellow face” masquerade, screenplay, directing actors and technical crew, or ARTH 391 and credit will be granted accordingly. and the different constructions of Asian American and producing short, dramatic or mixed-genre Prerequisite: CAMS 202, ARTH 101 or permission of femininity, masculinity, and sexuality. In the sec- videos. Rigorous work on advanced camera instructor required. operation, lighting, sound recording, and editing Distribution: Arts, Music, Theatre, Film, Video ond half of the course, we look at the production Semester: Fall Unit: 1.0 of what has been named “Asian American cinema” techniques. We will screen and analyze short films and sample screenplays. Course requires strong where our focus will be on contemporary works, CAMS 350 Independent Study drawing upon critical materials from film theory, organizational and directorial aptitude. The final feminist studies, Asian American studies, history, projects will be short narrative, experimental or Prerequisite: Open by permission to juniors and seniors. tudents may register for either Distribution: None and cultural studies. Students may register for mixed-genre videos. S Semester: Fall, Spring Unit: 1.0 either CAMS 241 or WGST 249 and credit will be CAMS 335 or ARTS 365 and credit will be granted granted accordingly. accordingly. CAMS 351 and 352 Advanced Production Prerequisite: None. Prerequisite: CAMS 135/ARTS 165, CAMS 235/ARTS 265 Seminar: From Concept to Word to Camera to Distribution: Arts, Music, Theatre, Film, Video or permission of instructor. Screen Semester: N/O Unit: 1.0 Distribution: Arts, Music, Theatre, Film, Video Semester: Fall Unit: 1.0 Staf NOT OFFERED IN 2011-12. This two-semester CAMS 305/ANTH 305 Ethnographic Film CAMS 338/ARTS 308 Photography III sequence offers students the opportunity to focus Matzner (Anthropology) on the development of a single film from the writ- NOT OFFERED IN 2011-12. This seminar explores ethnographic film as a Advanced explo- ing of an original script to its production as a final genre for representing “reality,” anthropological rations of aesthetic and content issues through film, and to refect on the relation between the knowledge and cultural lives. We will examine the use of both traditional light sensitive and two. In the first semester, each student develops a how ethnographic film emerged in a particular digital methodologies are explored. Advanced concept or story exploring a range of possible nar- intellectual and political economic context as well photographic techniques and equipment will be rative approaches and structures (fiction or non- as how subsequent conceptual and formal innova- presented to solve visual problems arising from fiction) to produce an original script suitable for tions have shaped the genre. We will also consider each student’s work. Continued emphasis is placed self-production. In the second course, the writer social responses to ethnographic film in terms of: on research into the content and context of the becomes director and transforms her written text the contexts for producing and circulating these photographic image in contemporary practice to images and sounds. From pre-production— works; the ethical and political concerns raised through gallery visits, guest lecturers, and library working with actors and locations—to the shoot- by cross-cultural representation; and the develop- work. Students may register for either CAMS 338 ing of the film and finally post-production editing, ment of indigenous media and other practices in or ARTS 308 and credit will be granted accordingly. finding the final form for the original concept or conversation with ethnographic film. Throughout Studio fee of $35. story. Students are required to take both semesters. the course, we will situate ethnographic film Prerequisite: CAMS 238/ARTS 208, and either ARTS 109 Prerequisite: Open by permission of instructors or CAMS 239/ARTS 221, or permission of the instructor within the larger project for representing “culture,” Distribution: None required. addressing the status of ethnographic film in rela- Semester: N/O Unit: 2.0 tion to other documentary practices, including Distribution: Arts, Music, Theatre, Film, Video Semester: N/O Unit: 1.0 written ethnography, museum exhibitions and CAMS 355 Capstone Seminar. The Image of documentary film.Students may register for either CAMS 340 The Longest Wave: The Films of Time: Cinematic Temporalities in Theory & CAMS 305 or ANTH 305 and credit will be Agnés Varda and Jean-Luc Godard Practice granted accordingly. Viano NOT OFFERED IN 2011-12. Perhaps more Prerequisite: 301 or two 200-level units in anthropology, cin- The respective careers of Agnes Varda and Jean- profoundly than any other modern cultural or ema and media studies, economics, history, political science, or sociology or permission of the instructor. Luc Godard stand as supreme examples of the artistic medium, cinema, and other “time-based” Distribution: Social and Behavioral Analysis French New Wave’s spirit. Spanning over fifty media, have transformed our conception of the Semester: Fall Unit: 1.0 years, their oeuvre has constantly evinced the relationships between time, vision and thought. political awareness, formal innovation, and inde- This advanced seminar examines modern concep- CAMS 326 Antonioni, Fellini, Auteur Theory pendence from the mainstream which were the tions of time through film, photography and Viano ideals of that most infuential movement. Weekly new media. Looking at time as at once material, NOT OFFERED IN 2011-12. Nourished by its screenings of their salient films, and a selection experiential, political and aesthetic phenomena, roots in neorealism, and sustained by a boom- of critical literature, will allow the students in we examine how media artists use time itself as a ing national economy, the golden age of Italian this course to examine and appreciate these two medium to understand the complex relationships cinema (1960-1975) impacted film art mostly auteurs’ multifaceted careers, from their roots in between present, past and future and between through the groundbreaking work of such direc- the New Wave to their most recent, personal work history and memory. These works of art are tors as Fellini and Antonioni. This course will in digital video. considered in the context of modern theories of explore their contribution to the history of film temporality by Benjamin, Freud, Deleuze, Doane

66 Cinema and Media Studies and White to explore the challenges such work 4. One course in Film and Media Theory. ••Year III, one core course (CAMS 201, CAMS create for spectatorship, for thought and feeling. Choose from: 207/ARTH 226, CAMS 209, CAMS 222, Students will develop final projects that are either ••CAMS 200 Film and Media Theory CAMS 227, CAMS 228, or CAMS 226), Two, written or visual. ••PHIL 203 Philosophy of Art 200 level electives in studies or production Prerequisite: Open by permission to seniors. 5. One course in Film or Media Production. ••Year IV, 200 & 300-level electives including Distribution: None 350, Capstone seminar CAMS 355 or the 2-unit Semester: N/O Unit: 1.0 Choose from: seminar 351/352, or an honor’s thesis, 360/370. ••CAMS 135/ARTS 165 Introduction to Video CAMS 360 Senior Thesis Research Production The remaining units can be electives chosen in Prerequisite: By permission of director. See Academic ••CAMS 138/ARTS 108 Photography 1 consultation with the Director. Distinctions. ••CAMS 239/ARTS 221 Digital Imaging Requirements for a Production/Studio Distribution: None ••CAMS 230/ARTS 260 Moving Image Studio emphasis: Semester: Fall, Spring Unit: 1.0 ••CAMS 234/ENG 204 The Art of Screenwriting 1. CAMS 101: Introduction to Media Studies CAMS 370 Senior Thesis 6. Two of the following CAMS Core courses: 2. CAMS 102: Between Magic & Reality: History Prerequisite: 360 and permission of department. ••CAMS 201 Early Cinema of World Cinema Pt 1 Distribution: None ••CAMS 207/ARTH 226 History of Photography: 3. CAMS 202 Between Magic & Reality: History Semester: Fall, Spring Unit: 1.0 From Invention to Media Age of World Cinema Pt 2 ••CAMS 209 Desiring Differently: Sexuality and 4. Film/Media Theory (1) Related Courses Gender in Film and Media ••CAMS 222 Documentary Film 5. Core CAMS courses: (At least 1) For the following courses to count toward the major, ••CAMS 226 Montage: History, Theory, Practice 6. 5 studio courses with at least 3 in chosen CAMS majors are advised to request approval from ••CAMS 227 Television & Electronic Media emphasis (1-100 level, 1-200 level, 1-300 level) the Program Director before registering. ••CAMS 228 Avant-Garde Film ••Film/Video CAMS 135/ARTS 165, CAMS AFR 207 Images of Africana People through the 7. One Senior Seminar. Choose from: 235/ARTS 265, CAMS 234/ENG 204, CAMS Cinema ••CAMS 351 and 352 Advanced Production 335/ARTS 365, CAMS 351-352 AFR 222 Blacks and Women in American Seminar: From Concept to Word to Camera to ••Photography CAMS 138/ARTS 108, CAMS Cinema Screen 238/ARTS 208, CAMS 338/ARTS 308 ••CAMS 355 Capstone Seminar New Media CS 114 The Socio-Technological Web •• CAMS 239/ARTS 221, CS 111, CS ••CAMS 360 Senior Research two-semester 215, CS 116, CS 307, MUS 275, ARTS 313, ENG 384 Literature, Mass Media & Human sequence with ARTS 255 Rights: The Image of Africa in the West ••CAMS 370 Senior Thesis ••Intermedial Designed with Advisor FREN 222 French Cinema from the Lumière 8. The remaining five courses may be chosen from 200 and 300 level studies and/or studio courses 7. 1-Elective 200 or 300 level history, theory or Brothers to the Present: The Formation of analysis seminar. Modernity (at least one of five must a 300 level course). 8. Capstone (1): CAMS 335 or CAMS 351/352. FREN 314 A Cinematic History of Intellectual 200 level topics in Film and Media Studies: Ideas in Post-WWII France: The Politics of Art ••CAMS 203/CHIN 243 Chinese Cinema A recommended sequence of required courses ••CAMS 205/JPN 256 History of Japanese for the Cinema and Media production emphasis FREN 331 Desire, Sexuality, and Love in African would be: Francophone Cinema Cinema ••CAMS 204/GER 280 Film in Germany, ••Year I, CAMS 101, CAMS 102, CAMS 135/ ITAS 261 Italian Cinema (in English) 1919– 2009 ARTS 165 or CAMS 138/ARTS 108 JPN 130/THST 130 Japanese Animation (in ••CAMS 206 Cinema of the 1960s ••Year II, CAMS 202, One core course (CAMS English) ••CAMS 208 Contemporary Hollywood 201, CAMS 207/ARTH 226, CAMS 209, Romantic Comedy CAMS 222, CAMS 227, CAMS 228, or CAMS POL1 316 Mass Media in American Democracy ••CAMS 211 Hollywood in the 1970s 226) Two, 200 level production courses of cho- SPAN 265 Latin American Cinema ••CAMS 213/GER 288 From Berlin to sen emphasis Hollywood SPAN 268 Contemporary Spanish Cinema ••Year III, CAMS 200, Two, 200 level electives in ••CAMS 224/ITAS 212 Italian Women Directors: studies or production SPAN 304 Seminar. All about Almodóvar: The Female Authorial Voice in Italian Cinema Spanish Cinema in the Transición ••CAMS 232/ANTH 232 Anthropology of Media ••Year IV, 200 & 300-level electives including 350, Capstone seminar CAMS 355 or the 2-unit SPAN 315 Seminar. Luis Buñuel and the Search ••CAMS 240/WGST 223 Representations of seminar 351/352, or an honor’s thesis, 360/370. for Freedom and Morality Chicanas/Latinas in Film ••CAMS 241/WGST 249 Asian American ••The remaining units can be electives chosen in THST 130/JPN 130 Japanese Animation (in Women in Film consultation with advisor. English) Upper (300) Level Seminars: For Students who enter the College in the Fall ••CAMS 305/ANTH 305 The Ethnographic Film of 2009 or later: The 12-course major begins Requirements for the Major ••CAMS 326 Antonioni, Fellini, Auteur Theory with CAMS 101, and CAMS 135/ARTS 165, For students who enter the College in the Fall ••ARTH 364 Women Filmmakers: History and CAMS 138/ARTS 108 or ARTS 109, or CAMS of 2011 or later: The 12-course major consists of Theory of Subversion 230, CAMS 234 or CAMS 239 introductory the following required courses. ••CAMS 340 The Longest Wave: The Films of production courses in Video, Photo and Two Varda and Godard Dimensional Design, Moving Image Studio, Students may choose an emphasis in Film Screenwriting or Digital Imaging. When students and Media History and Criticism or Studio ••CAMS 341/ARTH 391 Persuasive Images ••CAMS 350 Independent Study declare the CAMS major, they should also be production. ready to declare the track they are following. A recommended sequence of required courses for Requirements for a History/Theory emphasis: If they declare the History and Theory track, the Film and Media Studies emphasis would be: 1. CAMS 101 Introduction to Media Studies students will then select at least four 200-level Year I, 2. CAMS 102 Between Magic & Reality: History •• CAMS 101, CAMS 102, CAMS 135/ CAMS courses in the following categories: history of World Cinema Pt 1 ARTS 165 or CAMS 138/ARTS 108 (courses numbered 201-224); theory (courses Year II, numbered 200, 209, [223], 226); analysis (courses 3. CAMS 202 Between Magic & Reality: History •• CAMS 200, CAMS 202, one core numbered 224, 232, 240, 241); and a 200-level of World Cinema Pt 2 course (CAMS 201, CAMS 207/ARTH 226, CAMS 209, CAMS 222, CAMS 226, CAMS production course (numbered 230-239). The 227, or CAMS 228) 200-level production course may be a course in

67 Cinema and Media Studies screenwriting, studio art, or theatre production. If Requirements for the Minor they declare the production track they are required Department of Classical to take at least one 200-level history, theory For Students who enter the College in the Fall or analysis course and CAMS 235/ARTS 265, of 2011 or later: The CAMS minor will be made Studies up of six courses in the following areas: Intermediate Video Production, in addition to Professor: Starr (Chair), Dougherty production courses in other forms. 1. CAMS 101, CAMS 102 & CAMS 202, Associate Professor: Gilhuly, Burns A CAMS majors are required to take two 300-level 2. One introductory production course Assistant Professor: Young CAMS courses: history/theory track should 3. Two additional courses at the 200-level and choose two seminars; the production track may above, Visiting Lecturer: Kirk choose a seminar, and must choose a 300-level For Students who entered the College in the Classical Studies explores ancient Greek and production course. In addition, all majors are Roman culture across the Mediterranean basin, required to choose one of the following three Fall of 2009 or 2010: The CAMS minor will be made up of six courses in the following areas: from the second millennium B.C.E. to the fall of capstone options: the senior thesis (360/370), the Roman Empire in the West. The organizing the CAMS capstone seminar (355), or the special 1. CAMS 101 idea of the field is not a single method or a dis- two-unit course sequence (CAMS 351-352) that 2. One introductory production course cipline, but the study of Greco-Roman antiquity merge production and theory. 3. Four additional courses at the 200-level and (and its infuence up to the present day) in all All majors are required to take CAMS 101 before above, with at least one of them at 300-level. its richness and diversity, its familiarity and its any course above CAMS 135/ARTS 165 in the strangeness. Classical Studies encompasses lan- curriculum. All students should take CAMS 230/ For students who entered the College prior guages and literatures, archaeology, epigraphy, his- ARTS 260, CAMS 235/ARTS 265, or CAMS to the Fall of 2009: The CAMS minor consists tory, art history, politics, law, science, philosophy, 238/ARTS 208 before any 300-level CAMS of a minimum of five units. Starting the fall of religion, and mythology. In this respect, it is the courses. 2009, the required courses for the minor [CAMS original and most wide-ranging of interdisciplin- 175, 231 and/or 233] will no longer be offered. ary fields. It can thus stand alone as a dynamic A recommended sequence of required courses Students who have not taken these courses can would be: and challenging field of study or can complement substitute CAMS 101, 201, 221, 222 or 227 to almost any other major in a liberal arts program. ••Year I, CAMS 101 and 115, and 135/ARTS fulfill the requirements of [CAMS 175, 231 or 165, 138/ARTS 108. 233]. The unit required in one of the creative dis- The Department of Classical Studies offers two major programs: Classics and Classical ••Year II, CAMS 201 and 221, 235/ARTS 265 ciplines associated with moving image media can be met by a course in video production (CAMS Civilization. The Classics major combines work in and 230/ARTS 260, 234/ENG 204 or 238/ both Greek and Latin with coursework in English ARTS 208 135/ARTS 165), photography (CAMS 138/ARTS 108), or screenwriting (CAMS 234/ENG 204). on the history, literature, society, and mate- Year III, •• CAMS 241/WGST 249, 341/ANTH Other courses may fulfill this requirement by per- rial culture of the ancient world. The Classical 391, and 335/ARTS 365 or 338/ARTS 308, 350 mission of the program director. One unit must Civilization major requires the study of either ••Year IV, 300-level courses including 350, the be at the 300 level, and cannot be a 350. Greek or Latin, together with coursework in capstone seminar CAMS 355 or one of the English on different aspects of the ancient world. 2-unit seminars 351/352, [353/354], or an Classes in Greek and Latin are conducted in honor’s thesis, 360/370. Honors English and encourage close analysis of the ancient texts, with emphasis on their literary and historical The remaining units can be electives chosen in The only route to honors in the major is writing values. Students interested in studying classical consultation with the Director. a thesis and passing an oral examination. To be admitted to the thesis program, a student must archaeology can do so within either the Classics For students who entered the College prior to have a grade point average of at least 3.5 in all or Classical Civilization majors. Students wishing the fall of 2009: The major in Cinema and Media work in the major field above the 100-level; the to pursue graduate work in Classics should plan studies consists of a minimum of nine units. program may petition on her behalf if her GPA in to take coursework in both Greek and Latin at Starting the fall of 2009, the required courses for the major is between 3.0 and 3.5. See Academic the 300 level and to begin the study of German, the major: [CAMS 175, 231 and/or 233] will no Distinctions. French, or Italian. longer be offered. Students who have not taken The Classical Studies Department offers students these courses can substitute CAMS 201, CAMS the opportunity to explore the ancient world 221 and CAMS 222 or 227 to fulfill the require- through an integrated, cohesive program of ments of [CAMS 175, 231 or 233]. The unit courses worked out by the student and her advisor required in one of the creative disciplines associ- (a faculty member of her choice or the depart- ated with moving image media can be met by a ment chair). Individual programs are tailored to course in video production (CAMS 135/ARTS meet students’ specific interests, such as classical 165), photography (CAMS 138/ARTS 108), or literature, archaeology, ancient theater, ancient screenwriting (CAMS 234/ENG 204). Other philosophy, law, political theory, ancient religion, courses may fulfill this requirement by permission material culture, and the classical tradition. of the program director. Two units must be at the 300-level, a requirement that neither a 350 (inde- Goals for the Major pendent study) nor a 360/370 can fulfill. Students The goals of both the Classics and Classical primarily interested in the computing aspects of Civilization Major are: arts and multimedia should consider the interde- ••To develop the ability to read and interpret texts partmental Media Arts and Science program. in Greek and/or Latin. ••To work with primary texts and/or artifacts to develop an understanding of the historical, political, and cultural worlds of ancient Greece and Rome on their own terms. ••To develop and use appropriate critical reasoning skills in the analysis and interpretation of classi- cal antiquity.

68 Classical Studies CLCV 200/300 Athens and Rome: A Tale of Prerequisite: None Classical Civilization Distribution: Language and Literature or Historical Studies Two Cities Semester: N/O Unit: 1.0 Burns CLCV 104 Classical Mythology NOT OFFERED IN 2011-12. The Periclean CLCV 203 Roman Culture and Society Gilhuly Parthenon with its polished white and perfectly Starr Achilles’ heel, the Trojan Horse, Pandora’s Box, arranged marble columns is the perfect symbol NOT OFFERED IN 2011-12. After a brief an Oedipal complex, a Herculean task—themes of ancient Athens’ identity as a city of democracy orientation to Roman history, we will examine and figures from classical mythology continue to and philosophy, while the Roman Colosseum fundamental issues of Roman culture and society, play an important role in our everyday life. We reverberating still with the distant echoes of gladi- including the power of the past in the present will read the original tales of classical heroes and atorial combat embodies the military greatness (e.g., the use of historical myths such as Romulus heroines together with more modern treatments in with which we associate classical Rome. These and Remus to explain current practices), the fam- film and literature. Why do these stories continue iconic monuments have come to define the way ily, aristocratic competition, education, politics to engage, entertain, and even shock us? What we think about ancient Athens and Rome, and and political communication, and the complex is the nature and power of myth? Readings from this course will explore how a city’s built environ- relationship of Rome to Greece. Combination of ancient sources in English translation. ment refects and even articulates its place in the lectures, discussion, and focused case studies based Prerequisite: None world. Contextualizing monuments in relation to on various different kinds of sources, including Distribution: Language and Literature or Religion, Ethics, historical events, political organization, and civic and Moral Philosophy literary texts (such as Vergil’s Aeneid, Catullus’ Semester: Fall Unit: 1.0 identity, students will study these primary centers poems, and Cicero’s speeches), a first century BCE of the classical Mediterranean as they developed handbook on how to win political campaigns, CLCV 110 Archaeology and Artifacts: from humble beginnings to imperial capitals by educational treatises and school exercises, public Exploring Classical Cultures through Objects contrast with other ancient cities studied through inscriptions on stone, private letters, and papyrus Burns group research projects. This course may be taken as texts from Wellesley’s Special Collections in Clapp NOT OFFERED IN 2011-12. This first-year either 200 or, with additional assignments, 300. Library. seminar examines the past through direct engage- Prerequisite: 200 open to all students; 300 by permission of Prerequisite: None ment with objects from ancient Greek and Roman instructor. Distribution: Historical Studies or Language and Literature Distribution: Historical Studies Semester: N/O Unit: 1.0 cultures. Working with a diverse collection of Semester: N/O Unit: 1.0 artifacts—including pottery, coins, and figu- rines—students will learn about the societies of CLCV 204 Roman Literature CLCV 201 The Age of Experiment: Literature Young the ancient Mediterranean as well as methods of and Culture of Archaic Greece We often think of the ancient Romans as brut- artifact analysis and theories of material culture Dougherty studies. We will explore the history of the objects ish soldiers obsessed with building empires and Beautiful and moving on its own terms, the poetry shedding blood. But the Romans were equally now at Wellesley, collecting evidence that can be of Homer, Hesiod and Sappho also gives us a gleaned from close observation and comparative enthralled by the refinements of verbal art: Roman window into one of the most turbulent, prolific, children learned to read by reciting the poems of analysis. We will also consider the presentation of and infuential periods of Greek history. From ancient objects as art and artifact in various local Homer; Julius Caesar penned a book about gram- the eighth to the sixth century BCE, an amazing mar on his way to a military campaign in Gaul museum settings. Students will work collabora- array of events—the rediscovery of the alphabet, tively to design an exhibition of select pieces. In fact, the word “literature” itself comes down the development of far-reaching trade routes and to us from the Romans, along with many of our Prerequisite: None. Open only to first-year students. colonial foundations, the establishment of the Distribution: Social and Behavioral Analysis or Historical assumptions about what literature ought to look Olympic games and a Panhellenic identity— like. In this course we will seek to understand Studies completely transformed the way the Greeks con- Semester: N/O Unit: 1.0 why literature was so important to the Romans structed their world—literally and imaginatively. and why so many Latin works are still considered CLCV 125/WRIT 125 Dining in Ancient This course will explore the textual traces of this essential reading today. We will read a variety Greece and Rome expansive and experimental period through the of poems, novels, and plays, examining their Gilhuly works of Homer, Hesiod, lyric poetry, and selec- sociopolitical role in the Roman world while NOT OFFERED IN 2011-12. Plato’s Symposium tions from Herodotus. also exploring their impact on English literature. provides one window into the culture of dining Prerequisite: None Authors may include Plautus, Lucretius, Vergil, in antiquity, revealing how people gathered in Distribution: Language and Literature Ovid, Seneca, Martial, Apuleius, and Augustine. Semester: Fall Unit: 1.0 ancient Greece to entertain and be entertained, Prerequisite: None to perform music and exchange ideas, to form CLCV 202 Crisis, Drama, Classical Athens Distribution: Language and Literature Semester: Fall Unit: 1.0 political ties, and to share food and drink as Gilhuly well as other bodily pleasures. Written texts have NOT OFFERED IN 2011-12. In the Fifth provided a primary source of evidence for scholars CLCV 205/305 Ancient Spectacle Century BCE, Athens was home to great intellec- Burns investigating the social relationships and cultural tual ferment as well as political growth and crisis. symbols of ancient Greece and Rome. In this NOT OFFERED IN 2011-12. The games of the This intellectual revolution resulted in significant Roman amphitheater were more than entertain- course, we will consider literary materials together artistic and intellectual accomplishments: Pericles with visual and archeological materials to under- ment for the masses, just as the Athenian produc- oversaw the building of the Acropolis, citizens tions of tragedy and comedy commingled theater stand these cultures. Writing assignments will saw productions of Oedipus Tyrannos, Medea, ask students to assess and make arguments, based with religion and politics. This course examines and Lysistrata, and Herodotus and Thucydides the spectacle of competitive performances and on the cultural records, about how these cultures invented the genre of history as we know it. On expressed themselves through the distribution of rituals of power that helped shape ancient Greek the political front, Athens defended itself against and Roman society. Students will investigate food at the symposium in ancient Greece and the the Persian empire, developed into the most cena in Rome. This course satisfies the WRIT 125 ancient writings alongside art-historical and powerful city-state in the Mediterranean, and then archaeological evidence to consider how social val- requirement and counts as a unit toward the Classics dramatically fell as the result of failed imperial or Classical Civilization major. Includes a third ses- ues and identities were constructed through these policy. In the early Fourth Century, Plato engaged shared experiences. We will also consider how sion each week. with the political and intellectual conficts of this Prerequisite: None. Open only to first-year students. the modern performances of ancient texts, the period in The Apology and The Symposium. In this Olympic Games, and cinematic representations Distribution: Language and Literature course, students will consider works of philosophy, Semester: N/O Unit: 1.0 have emphasized the splendor, drama, and gore of history, tragedy, comedy, rhetoric, and political antiquity. This course may be taken as either 205 or, theory in their cultural and political context. We with additional assignments, 305. will examine and interrogate Athenian democracy, Prerequisite: 205 open to all students; 305 by permission of its conficts and its stunning and infuential cul- instructor. tural achievements. Distribution: Historical Studies Semester: N/O Unit: 1.0

69 Classical Studies/Classical Civilization CLCV 206 Gods and Heroes Robinson’s Housekeeping, and Ondaatje’s The Prerequisite: 230 open to all students, 330 by permission of instructor Burns English Patient. Students may register for either CLCV 212 or CPLT 212 and credit will be granted Distribution: Historical Studies or Language and Literature NOT OFFERED IN 2011-12. The mythic tales Semester: Summer Unit: 1.0 of gods and heroes featured in the epic poems, accordingly. sacred hymns, and tragic theatre of Greece and Prerequisite: None CLCV 236/336 Greek and Roman Religion Rome were also present in material form as votive Distribution: Language and Literature Rogers (History) Semester: N/O Unit: 1.0 statues, on painted vessels, and in architectural NOT OFFERED IN 2011-12. The founders of decoration. This course will focus on the interplay CLCV 214 Bronze Age Aegean Archaeology Western civilization were not monotheists. Rather, between textual and visual representations of Burns from 1750 B.C.E. until 500 C.E., the ancient Olympian deities like Zeus, Hera, and Poseidon; NOT OFFERED IN 2011-12. The legends of Greeks and Romans sacrificed daily to a pan- legendary figures such as Heracles, Theseus, and King Agamemnon of Mycenae, the Minotaur of theon of immortal gods and goddesses who were the heroes of the Trojan War; and the infamous Knossos, and the decade-long war at Troy were expected to help mortals to achieve their earthly women of myth: Helen, Clytemnestra, and all shaped by the Bronze Age remains that later goals. How did this system of belief develop? Why Medea. We will analyze how visions of the heroic Greeks encountered at these sites. This course did it capture the imaginations of so many mil- age - replete with legendary battles, divine seduc- surveys the archaeology of these central places lions for over 2,000 years? What impact did the tions, and exotic monsters - provided ancient and the larger landscapes of Minoan Crete and religion of the Greeks and Romans have upon the societies with new opportunities to create a shared Mycenaean Greece: the ruins that inspired clas- other religions of the Mediterranean, including history, foster ethnic and civic identity, and sical myths, the palaces of the earliest European Judaism and Christianity? Why did the religion of transmit ideological values about age and gender. kingdoms, and the first texts written in Greek. the Greeks and Romans ultimately disappear? This Regular trips to the Museum of Fine Arts, Boston. The primary evidence of settlements, sanctuaries, course may be taken as either 236 or, with additional Prerequisite: CLCV 104 or ART 100 or permission of and cemeteries will be contextualized through the assignments, 336. instructor study of administrative records and artistic repre- Prerequisite: 236 open to all students; 336 by permission of Distribution: Arts, Music, Theatre, Film, Video or Historical the instructor. Studies sentations and through comparison with contem- Distribution: Historical Studies or Religion, Ethics, and Semester: N/O Unit: 1.0 porary cultures of the eastern Mediterranean. We Moral Philosophy will complete the semester with a component on Semester: N/O Unit: 1.0 CLCV 210/310 Greek Tragedy: Plays, Politics, the “Dark Age,” and the possible relationship of Performance epic poetry to Bronze Age society. CLCV 240/REL 240 Romans, Jews, and Gilhuly Prerequisite: None Christians in the Roman Empire The fifth-century Athenian playwrights, Distribution: Social and Behavioral Analysis or Historical Rogers (History), Geller (Religion) Aeschylus, Sophocles, and Euripides, produced Studies At the birth of the Roman Empire virtually all of brilliant tragedies that continue to haunt us today Semester: N/O Unit: 1.0 its inhabitants were practicing polytheists. Three and to define our notion of drama. At the same centuries later, the Roman Emperor Constantine CLCV 220 Introduction to Comparative time, the Athenian people forged the democratic was baptized as a Christian and his successors Literature principles that form the basis for our own political eventually banned public sacrifices to the gods and institutions. The element of performance, com- Young goddesses who had been traditionally worshipped NOT OFFERED IN 2011-12. mon to both drama and democracy, provides an Taking up one of around the Mediterranean. This course will exam- important key to understanding this interesting the major concerns of Comparative Literature as a ine Roman-era Judaism, Graeco-Roman polythe- confuence of theater and politics, and this class field, this course looks at how texts move, tracing ism, and the growth of the Jesus movement into will combine the close reading (in English) of several works of Greek and Roman literature as the dominant religion of the late antique world. ancient Greek tragedies with the viewing of a they travel through centuries and across conti- Students may register for either CLCV 240 or REL selection of contemporary dramatic performances nents. We will begin with the troubled notion 240 and credit will be granted accordingly. of a classic and explore questions of canonicity. such as modern Italian cinema, Black Gospel tra- Prerequisite: None. ditions, and contemporary productions of Greek Case studies will include texts such as Sophocles’ Distribution: Historical Studies or Religion, Ethics, and drama. This course may be taken as either 210 or, Antigone and the poems of Catullus and Sappho. Moral Philosophy with additional assignments, 310. With the help of readings in reception and trans- Semester: Fall Unit: 1.0 lation theory, we will look at these works as they Prerequisite: 210 open to all students; 310 by permission of instructor. change over time, asking how they have contrib- CLCV 243 Roman Law Distribution: Arts, Music, Theatre, Film, Video or Language uted to modern discourses and practices including Starr and Literature colonialism, post-colonialism, psychoanalysis, Ancient Roman civil law; its early development, Semester: Spring Unit: 1.0 feminism, contemporary pop-culture, and mod- codification, and continuing alteration; its histori- ernist avant-gardes. cal and social context (property, family, slavery); CLCV 212/CPLT 212 Reading Travel: The Prerequisite: None its infuence on other legal systems. Extensive use Theme of Travel in Classical and Contemporary Distribution: Language and Literature of actual cases from antiquity. Fiction Semester: N/O Unit: 1.0 Prerequisite: None Dougherty Distribution: Historical Studies or Social and Behavioral NOT OFFERED IN 2011-12. Every story is a CLCV 230/330 War: From Troy to Baghdad Analysis travel story, and this class explores the theme of Rogers (History) Semester: Spring Unit: 1.0 travel as it appears both literally and figuratively War is undoubtedly bad. But human beings have in works of fiction. How is narrative a spatial always practiced war. Indeed, war preceded history CLCV 244 Invective Literature: The Poetics and practice? What is the relationship between travel itself by tens of thousands of years—if by history Politics of Transgression and fiction, between travel and literary genre? we mean the written inquiry into the past. But Young How does travel articulate issues of (personal and what causes wars? How have wars been justified NOT OFFERED IN 2011-12Why did the cultural) identity? How do gender and family historically? How are wars won and lost? What Greeks and Romans write lewd poems about old operate together with travel to structure relation- are their effects? In this class, we examine a series women? Why was ritual cursing used in the cult ships between home and away, men and women? of case studies in warfare, including the Trojan of Demeter? When could Caesar’s soldiers regale We will begin with Homer’s Odyssey, which sets War, the Peloponnesian War, and the Roman him with off-color jokes? This course explores the stage for many of the themes and issues to Punic Wars. We will read classic accounts of war- the social, political, and literary function of be interrogated in a broad range of texts, classi- fare, theoretical literature about tactics, strategy, abusive language and literature in ancient Greece cal and contemporary. Additional readings will and logistics, and also will analyze how war is and Rome. We will read a variety of literary include Euripides’ Helen, Heliodorus’ Ethiopian represented in other media, such as art and film. genres (iambic, satire, comedy) and discuss how Romance, Twain’s The Adventures of Huckleberry This course may be taken as 230 or, with additional insult and obscenity manifested in the religious, Finn, Conrad’s Heart of Darkness, Kincaid’s Lucy, assignments, 330. political, and social spheres. We will also examine various theories of humor and obscenity and discuss a selection of non-western and modern

70 Classical Studies/Classical Civilization invective poems, asking how ideas of linguistic CLCV 370 Senior Thesis GRK 207/307 Archaic Greek Poetry propriety are shaped by cultural context. Principal Prerequisite: 360 and permission of department. Dougherty Greek authors will include Sappho, Archilochus, Distribution: None NOT OFFERED IN 2011-12. In this course, Hipponax, and Aristophanes. Roman authors will Semester: Fall, Spring Unit: 1.0 students will read selections from the important include Catullus, Cicero, Juvenal and Martial. Greek poets of the archaic period such as Homer, Modern authors will range from Ginsberg and Hesiod, Archilochus, Sappho, and Pindar. We Bukowski to Baraka, Andrews, Mayer and Classical Studies will consider the poetry in light of the historical, Addonizio. cultural and literary context of the archaic period, Prerequisite: None focusing in particular on issues of genre and per- Distribution: Language and Literature CLST 350 Research or Individual Study formance. This course may be taken as either 207 or, Semester: N/O Unit: 1.0 Prerequisite: Open to juniors and seniors by permission. with additional assignments, 307. Distribution: None CLCV 250 Research or Individual Study Semester: Fall, Spring Unit: 1.0 Prerequisite: 207, GRK 101 and 102 or permission of instructor; 307, GRK 202 or permission of instructor Prerequisite: Open by permission. Distribution: Language and Literature Distribution: None CLST 350H Research or Individual Study Semester: N/O Unit: 1.0 Semester: Fall, Spring Unit: 1.0 Prerequisite: Open by permission. Distribution: None GRK 250 Research or Individual Study CLCV 250H Research or Individual Study Semester: Fall, Spring Unit: 0.5 Prerequisite: Open by permission. Prerequisite: Open by permission. Distribution: None Distribution: None CLST 360 Senior Thesis Research Semester: Fall, Spring Unit: 1.0 Semester: Fall, Spring Unit: 0.5 Prerequisite: By permission of the department. See Academic Distinctions. GRK 250H Research or Individual Study CLCV 313 Gender in Antiquity Distribution: None Semester: Fall, Spring Unit: 1.0 Prerequisite: Open by permission. Gilhuly Distribution: None NOT OFFERED IN 2011-12. Do notions of Semester: Fall, Spring Unit: 0.5 gender change over time? In this course, we will CLST 370 Senior Thesis explore how gender was constructed in antiquity Prerequisite: 360 and permission of department. GRK 304 Sophocles and how it functioned as an organizational prin- Distribution: None Gilhuly Semester: Fall, Spring Unit: 1.0 ciple. Through close readings of selections from Close reading and discussion of a play (or plays) Greek and Roman epic, lyric poetry and drama, as from the extant works of the Athenian playwright, well as philosophical and historical texts, we will Sophocles. Translation and discussion of the analyze ancient gender norms, exploring how they Greek Greek text will be supplemented with additional were bent, dressed up, and used. readings of Greek dramas in translation as well as Prerequisite: None GRK 101 Beginning Greek I secondary readings on issues relating to the plays Distribution: Language and Literature Kirk and their broader literary, social, political and Semester: N/O Unit: 1.0 An introduction to ancient Greek language. cultural contexts. Development of Greek reading skills. Prerequisite: 202 or permission of the instructor. CLCV 321 Eros: Love and Desire in Ancient Distribution: Language and Literature Prerequisite: Open to students who do not present Greek for Greece Semester: Fall Unit: 1.0 Burns admission. Distribution: None NOT OFFERED IN 2011-12. Who was Eros? Semester: Fall Unit: 1.0 GRK 305 Greek Comedy This course will explore how the ancient Greeks Gilhuly struggled to understand, and sometimes escape, GRK 102 Beginning Greek II NOT OFFERED IN 2011-12. Readings from this powerful god of love. We will use ancient texts Kirk Greek comic poets such as Aristophanes and and the visual arts together to consider the ways in Further development of language skills and read- Menander. Close reading of the Greek combined which Greek society both encouraged and tried to ing from Greek authors. with analysis of both primary and secondary contain different notions of desire. Readings, such Prerequisite: 101 or equivalent sources. Texts will be considered in their broader as Sappho’s poetry, tragic plays by Euripides, and Distribution: None social, political and literary contexts. Plato’s philosophical dialogues, present compel- Semester: Spring Unit: 1.0 Prerequisite: 202 or permission of the instructor. ling personifications of Eros himself, portrayals Distribution: Language and Literature of people under his infuence, and debates about GRK 201 Plato Semester: N/O Unit: 1.0 the nature of love while representations of desir- Kirk ing and desired persons found in the visual arts Study of selected dialogues of Plato. Socrates in GRK 306 Herodotus reveal the workings of desire in various public and Plato and in other ancient sources; Socrates and Dougherty private contexts. Plato in the development of Greek thought; the In this course students will read selections from Prerequisite: Previous coursework in Classical Studies or Art dialogue form, the historical context. Selected Herodotus’ Histories. We will consider the text History readings in translation from Plato, Xenophon, the in light of the historiographical and literary Distribution: Arts, Music, Theatre, Film, Video or Language comic poets, and other ancient authors. traditions, with a view toward understanding and Literature Herodotus’ innovations and inheritance.. Semester: N/O Unit: 1.0 Prerequisite: 101 and 102 or two admission units in Greek or permission of the instructor. Prerequisite: GRK 201 and 202 or permission of instructor Distribution: Language and Literature Distribution: Language and Literature CLCV 350 Research or Individual Study Semester: Fall Unit: 1.0 Semester: Spring Unit: 1.0 Prerequisite: Open to juniors and seniors by permission. Distribution: None GRK 202 Homer GRK 350 Research or Individual Study Semester: Fall, Spring Unit: 1.0 Gilhuly Prerequisite: Open to juniors and seniors by permission. Study of selected books in Greek from Homer’s Distribution: None CLCV 350H Research or Individual Study Iliad or Odyssey with emphasis on the oral style of Semester: Fall, Spring Unit: 1.0 Prerequisite: Open by permission. early epic; further reading in Homer in transla- Distribution: None GRK 350H Research or Individual Study Semester: Fall, Spring Unit: 0.5 tion; the archaeological background of the period. Prerequisite: 201 Prerequisite: Open by permission. Distribution: None CLCV 360 Senior Thesis Research Distribution: Language and Literature Semester: Spring Unit: 1.0 Semester: Fall, Spring Unit: 0.5 Prerequisite: By permission of the department. See Academic Distinctions. Distribution: None Semester: Fall, Spring Unit: 1.0

71 Classical Studies/Classical Studies/Greek GRK 360 Senior Thesis Research LAT 250H Research or Individual Study LAT 308 Imperial Latin Literature Prerequisite: By permission of the department. See Academic Prerequisite: Open by permission. Starr Distinctions. Distribution: None NOT OFFERED IN 2011-12. Latin literature Distribution: None Semester: Fall, Spring Unit: 0.5 fourished in the Imperial period, even though Semester: Fall, Spring Unit: 1.0 it is referred to as “Silver” instead of “Golden” LAT 301 Reading Latin Literature Latin Literature. We’ll explore various authors and GRK 370 Senior Thesis Starr genres, including such authors as Seneca (philoso- Prerequisite: 360 and permission of department. Romans read Latin as quickly and with as much phy and drama), Lucan (epic), Tacitus (history), Distribution: None pleasure as we read English. In this course you Pliny (letters), Juvenal (satire), and Martial (epi- Semester: Fall, Spring Unit: 1.0 will learn to read Latin more like a Roman: with grams). We’ll also examine the impact of rhetoric increased reading speed, improved comprehen- on the writing of Latin prose and poetry. Latin sion, richer appreciation of literary styles, and Prerequisite: 201 or a 300-level Latin course or Wellesley’s greater pleasure. We’ll read major works of placement exam and permission of the instructor. Latin literature, focusing on improving reading Distribution: Language and Literature LAT 101 Beginning Latin I techniques going beyond just looking up every Semester: N/O Unit: 1.0 Starr word; stylistic and rhetorical analysis; focused, Introduction to the Latin language; development frequency-list-based vocabulary development; and LAT 310 Roman Historical Myths of Latin reading skills. the use of a multitude of internet tools. Specific Starr Prerequisite: Open to students who do not present Latin for works chosen will depend in part on the interests NOT OFFERED IN 2011-12. Romans based admission or permission of the instructor. of the students in the class; possible choices might their history in myth and made their history Distribution: None into myths. This course includes reading from Semester: Fall Unit: 1.0 include historical writing by Livy or Sallust, an essay or oration by Cicero, and an essay by major authors such as Livy, Vergil, Horace, Ovid, LAT 102 Beginning Latin II Tacitus. Propertius, and Tacitus, focusing on historical myths such as Romulus and Remus, the Rape of Young Prerequisite: 201 or a 300-level Latin course or Wellesley’s the Sabine Women, Tarquinius Superbus, and Further development of Latin reading and lan- placement exam and permission of the instructor Distribution: Language and Literature Hercules and Cacus. We will then examine how guage skills. Semester: Fall Unit: 1.0 later Romans reworked those myths to serve cur- Prerequisite: 101 rent political purposes and how they transformed Distribution: None LAT 305 Roman Comedy Semester: Spring Unit: 1.0 historical events into powerful myths. Starr Prerequisite: 201 or a 300-level Latin course or Wellesley’s NOT OFFERED IN 2011-12. LAT 200 Intermediate Latin I: Introduction to Roman comedy placement exam and permission of the instructor. Roman Literature and Culture stands behind the Western comic tradition, all the Distribution: Language and Literature or Historical Studies way through Shakespeare and modern situation Semester: N/O Unit: 1.0 Young comedies. We’ll explore selected plays, in Latin After reviewing Latin grammar in as much detail and in translation, by Plautus and Terence in their LAT 315 Ovid as necessary, we’ll start to make the transition from literary and cultural contexts. Possible topics: the Young Latin grammar to Latin literature and Roman development of Roman comedy from Greek New NOT OFFERED IN 2011-12. Many of our culture. Selections in Latin from such authors Comedy, stock characters (e.g., the dumb young favorite mythological tales come down to us as Catullus (poetry), the emperor Augustus (The man in love, the obstructive father, the clever from Ovid’s Metamorphoses, an iconoclastic Deeds of the Divine Augustus), and Perpetua (one slave), the archaeology of the Roman theater, compendium of Greco-Roman myth that defies of the earliest known women Latin authors). comedy as festival and reversal, performance, and categorization. We will read our way through key Topics to be studied might include: social status Plautus’ infuence on later plays and playwrights, portions of this kaleidoscopic poem, paying close and identity (What defined you? Might your including Ralph Roister Doister (the earliest surviv- attention to Ovid’s luxuriant Latin while probing status/identity change, whether for better or ing English comedy), Shakespeare’s The Comedy of his delightful, but often discomfiting, tales from a worse?); Rome’s relation to Greece, which Rome Errors, Molière, Oscar Wilde’s The Importance of number of angles. Domination and desire, politi- conquered, but which long dominated Roman Being Earnest, and movies and musicals, such as cal and personal sovereignty, order versus entropy, culture; or the nature and function of literature in A Funny Thing Happened on the Way to the Forum and the seductive powers of narrative are just some Roman life. and The Boys from Syracuse. of the issues probed by this irrepressible poem. We Prerequisite: 102 or Wellesley’s placement exam and permis- Prerequisite: 201 or a 300-level Latin course or Wellesley’s will use our close engagement with Ovid’s text as sion of the instructor. an opportunity to examine these and other literary Distribution: Language and Literature placement exam and permission of the instructor Semester: Fall Unit: 1.0 Distribution: Language and Literature and philosophical questions. Semester: N/O Unit: 1.0 Prerequisite: 201 or a 300-level Latin course or Wellesley’s LAT 201 Intermediate Latin II: Vergil and placement exam and permission of the instructor. LAT 307 Catullus Distribution: Language and Literature Augustus Young Semester: N/O Unit: 1.0 Starr Tormented lover, urbane jester, obscene abuser, Vergil’s Aeneid, Georgics, and Eclogues in their political subversive, poetic revolutionary—the LAT 316 Roman Didactic Poetry literary context of both Greek poetry (Homer, personae of Catullus are as varied as the poems Young Apollonius of Rhodes, Euripides) and Latin that produce them. This course is a topical inves- NOT OFFERED IN 2011-12. Does poetry have poetry (Ennius, Lucretius, Catullus, Horace) and tigation of Catullus’ poetry and its Roman con- anything to teach us? The Romans thought it did. in their historical context in the reign of Augustus, texts. Topics will include: poetry and biography; They developed an entire genre of “didactic” verse the first Roman emperor. Readings in Latin from allusion, aesthetics and the “New Poetry”; social intended to instruct the reader in topics ranging Vergil and in translation from other ancient performance and self-representation; Roman from the structure of the universe to the art of works. Use of Internet resources on Vergil and masculinity and femininity; obscenity and invec- seduction. In this course we will read substantial Rome. tive; sex, poetry and power. Readings will draw on portions of three didactic poems: Lucretius’ Prerequisite: 200 or Wellesley’s placement exam and permis- a variety of theoretical orientations that inform philosophical poem on human happiness, On The sion of the instructor. Nature of the Universe, Vergil’s panoramic farming Distribution: Language and Literature Catullan criticism: biography, psychoanalysis, Semester: Spring Unit: 1.0 intertextuality, feminism, New Historicism. manual, The Georgics, and Ovid’s coy self-help Prerequisite: 201 or a 300-level Latin course or Wellesley’s book, The Art of Love. We will also read later LAT 250 Research or Individual Study placement exam and permission of the instructor. examples of the form by modern authors. In the Distribution: Language and Literature process we will learn more about atoms, grafting, Prerequisite: Open by permission. Semester: Spring Unit: 1.0 Distribution: None bee-keeping, and firting—as well as the history Semester: Fall, Spring Unit: 1.0 and techniques of a strange and fascinating genre.

72 Classical Studies/Latin Prerequisite: 201 or a 300-level Latin course or Wellesley’s REL 211 placement exam and permission of the instructor. Jesus of Nazareth Teacher Certifcation Distribution: Language and Literature REL 243 Women in the Biblical World Students interested in obtaining certification Semester: N/O Unit: 1.0 REL 244 Jerusalem: The Holy City to teach Latin and classical humanities in the Commonwealth of Massachusetts should con- LAT 350 Research or Individual Study REL 298 New Testament Greek (also for the sult the department chair and the chair of the Prerequisite: Open to juniors and seniors by permission. Greek Major) Department of Education. Distribution: None Semester: Fall, Spring Unit: 1.0 REL 308 Seminar. Paul’s Letter to the Romans REL 310 Seminar. Mark, the Earliest Gospel Advanced Placement Policies and LAT 350H Research or Individual Study WRIT 125/ARTH 100 Introduction to the Language Requirement Prerequisite: Open by permission. Distribution: None History of Art Part I: Ancient and Medieval Art A student entering Wellesley must have an Semester: Fall, Spring Unit: 0.5 Advanced Placement score of 5 or an SAT II score Requirements for the Major of 690 to satisfy the foreign language requirement. LAT 360 Senior Thesis Research AP courses will not be counted toward either For students entering in 2010 or later: Prerequisite: By permission of the department. See Academic major offered by the Classical Studies depart- Distinctions. Classics: Ten units are required for the major ment. All students who wish to elect a 200-level Distribution: None in Classics, in two groups. Group 1: Language: or higher Latin course must take Wellesley’s Latin Semester: Fall, Spring Unit: 1.0 Students majoring in Classics must do work in placement examination. The department reserves both Greek and Latin, totaling six units. At least the right to place a new student in the language LAT 370 Senior Thesis two of these units must be at the 300 level, and course for which she seems best prepared regard- Prerequisite: 360 and permission of department. no more than two 100-level courses will count less of her AP score or the number of units she has Distribution: None toward the language requirement of the major. offered for admission Semester: Fall, Spring Unit: 1.0 Group 2: Courses in Classical Civilization: In addition, Classics majors must complete four Study Abroad Courses for Credit Toward CLCV courses (or approved courses from related the Majors departments), two of which must include CLCV Qualified students are encouraged to spend a 200, 201, 202, 203, or 204. semester, usually in the junior year, on study For Credit Toward the Classics Major and the abroad. Excellent programs are available in Rome Classical Civilization Major Classical Civilization: Nine units are required for the major in Classical Civilization, in two and Athens. ANTH 206 Archaeology groups. Group 1: Language: Students majoring in Classical Civilization must complete four units ANTH 242 Special Opportunities “Civilization” and “Barbarism” dur- in either Greek or Latin (or two 300-level units). ing the Bronze Age, 3500–2000 B.C.E. Group 2: Courses in Classical Civilization or Limited departmental funds are available to sup- ARTH 100 Introduction to the History of Art further courses in Greek or Latin (or approved port special opportunities for Classics-related Part I: Ancient and Medieval Art courses from related departments), including one research and travel. ARTH 100/WRIT 125 Introduction to the unit each in at least two of the following three History of Art Part I: Ancient and Medieval Art areas: literature; material culture; history and society. At least two of the nine units must be at ARTH 203 Near Eastern Art and Architecture the 300 level, one of which must be in CLCV or ARTH 241 Egyptian Art and Archaeology Greek or Latin. Courses in ancient history, ancient art, ancient philosophy, and classical civilization ARTH 242 Art and Identity in the Greek World: are recommended as valuable related work. Warriors, Wine-lovers, and Priestesses Students entering before Fall 2010 may major in ARTH 243 Art and Society in the Roman World: Classics or Classical Civilization as outlined above Sex, Sacrifice, Banquets, Baths, and Deaths or in Greek or Latin. ARTH 256 Etruscan and Celtic Art: Cross- Students majoring in Greek must complete four Cultural Connections in Ancient Europe units of 300-level work in the Greek language. ARTH 302 Ancient Palaces and Villas Students majoring in Latin are normally required to complete four units of 300-level work in the HEBR 201-202 Intermediate Hebrew Latin language. Study of Vergil, either in 201 or HIST 200 Roots of the Western Tradition at the 300 level, is strongly recommended. Eight units are required for each major. Students major- HIST 228 Swords and Scandals: Ancient History ing in Greek or Latin are advised to elect some in Films, Documentaries, and Online work in the other language. They are also strongly HIST 229/329 Alexander the Great: Psychopath encouraged to take classes in Classical Civilization, or Philosopher King including Greek and Roman history courses HIST 230 Greek History from the Bronze Age to offered in the History Department the Death of Philip II of Macedon HIST 231 History of Rome Honors ITAL 263 Dante (in English) The Department of Classical Studies offers honors programs in both Classics and Classical PHIL 201 Introduction to Ancient Greek Civilization (and in Greek or Latin for students Philosophy entering before 2010). The only route to honors PHIL 310 Seminar: Ancient and Medieval in either major is writing a thesis and passing an Philosophy (if on ancient topic) oral examination. To be admitted to the thesis program, a student must have a grade point aver- POL4 240 Classical Political Theory age of at least 3.5 in all work in the major field REL 104 Study of the Hebrew Bible/Old above the 100-level; the department may petition Testament on her behalf if her GPA in the major is between REL 105 Study of the New Testament 3.0 and 3.5. See Academic Distinctions.

73 Classical Studies/Latin Cognitive and Linguistic LING 114 Introduction to Linguistics the organization of the mental lexicon, language Carpenter specialization of the brain, and the effects of early Sciences Designed to familiarize students with some of the bilingualism on cognitive functioning. The bilin- essential concepts of linguistic analysis. Suitable gual nation will be the focus for questions dealing with language and culture: societal conventions AN INTERDEPARTMENTAL MAJOR problem sets in English and in other languages will provide opportunities to study the basic sys- governing use of one language over another, effects Director: Lucas (Psychology) tems of language organization—phonology, mor- of extended bilingualism on language develop- Assistant Professor: Carpenter phology, syntax, and semantics. Additional topics ment and change, and political and educational include introductions to language organization impact of a government’s establishing official Advisory Committee: Lucas (Psychology), Levitt bilingualism. (Linguistics and French), McIntyre (Philosophy), in the brain, child language acquisition, language change, and language in society. Prerequisite: Open to juniors and seniors who have taken a Hildreth (Computer Science) related 200-level course in linguistics, psychology, anthropol- Prerequisite: None ogy, philosophy, or permission of the instructor. A major in cognitive and linguistic sciences is the Distribution: Epistemology and Cognition interdisciplinary study of language and mind. Distribution: Epistemology and Cognition or Social and Semester: Fall, Spring Unit: 1.0 Behavioral Analysis Goals for the Major Semester: N/O Unit: 1.0 LING 238 Sociolinguistics The major is designed with two goals in mind: Levitt LING 315 Invented Languages: From Wilkins’ ••Provide students with a broad intellectual NOT OFFERED IN 2011-12. The application of Real Character to Avatar’s Na’vi grounding in an interdisciplinary approach to linguistics to the analysis of sociocultural variation Carpenter the study of the mind. This goal is met by a in language. We will examine the way information Over the centuries, invented, or artificial, languag- group of required core courses which introduce about age, gender, social class, region, and ethnic- es have been devised for many reasons, including students to techniques for studying language and ity is conveyed by variations in the structural and a desire to improve existing languages, an effort cognition as well as background in the philo- semantic organization of language. We will also to unite the world, or a need to explore how lan- sophical underpinnings of the cognitive and examine language attitude and language planning guages are learned. The vast majority have failed, linguistic sciences. in multilingual societies. but why? Is there a place for invented language? ••Supply substantive training in one of the compo- Prerequisite: LING 114, PSYC 216, or by permission of the What do invented languages teach us about natu- nent disciplines (psychology, linguistics, comput- instructor. ral language? We will look at invented languages er science, or philosophy) through coursework Distribution: Social and Behavioral Analysis from a variety of points of view: linguistic, histori- Semester: N/O Unit: 1.0 within a concentration area chosen by the stu- cal, philosophical, psychological, and sociological. dent. The concentration will enable the student LING 240 The Sounds of Language We will explore the linguistic underpinnings of to strengthen and deepen her understanding of various languages, from seventeenth century Real Carpenter the mind within a single domain. Character to Na’vi, with a look at a successful What are all the possible linguistically-relevant “reinvented” language, Modern Hebrew. There sounds of the human vocal tract? How does each will also be a focus on artificial language learn- CLSC 250 Research or Individual Study language organize a subset of those sounds into ing, and students will design their own miniature Prerequisite: Open by permission of the instructor to first- a coherent system? Examination of the sounds of artificial language. year students and sophomores. language from the perspective of phonetics and Distribution: None of phonology. Each student will choose a foreign Prerequisite: Open to juniors and seniors who have taken a Semester: Fall, Spring Unit: 1.0 related 200-level course in linguistics, psychology, anthropol- language for intensive study of its phonetic, ogy, philosophy, or permission of the instructor. CLSC 300/PSYC 300 Seminar. Topics in phonologic, and prosodic characteristics. Includes Distribution: Epistemology and Cognition or Social and Cognitive and Linguistic Sciences extensive use of speech analysis and phonetics Behavioral Analysis Semester: Fall Unit: 1.0 Lucas (Psychology) software. Topic for 2010-11: How We Choose. Every day Prerequisite: LING 114, PSYC 216, or by permission of the instructor. LING 319 The Spoken and Written Word: we make many choices. Some of these choices Distribution: Epistemology and Cognition Effects on Cognition and Culture are trivial but some can have profound effects Semester: Spring Unit: 1.0 Levitt on our lives. In this interdisciplinary course, we NOT OFFERED IN 2011-12. For thousands of will investigate how individuals make choices, LING 244 Language: Form and Meaning years, humans communicated via the ephemeral examining processes of decision-making that are Tham (East Asian Languages and Literatures) spoken word, and then writing was invented. often emotional and irrational. The focus will be This course will consider some basic questions How has the advent of writing affected us, both on choices related to significant human desires, about language: What do we actually know when as individuals and members of cultural groups? including those for love, money, and happiness. we know a language? How is the structure of lan- To answer this question, we will explore the Students may register for either CLSC 300 or PSYC guage best described? Are there properties which cognitive, linguistic, and cultural implications of 300 and credit will be granted accordingly. all languages share, and what do those properties spoken and written forms of communication. We Prerequisite: Open to juniors and seniors who have taken one tell us about language itself? We will look at spe- start with an overview of the field of orality and of PSYC 214-219, LING 114, PHIL 215, CS 111 or permis- cific problems in morphology, syntax, and seman- literacy studies, followed by an examination of sion of the instructor. tics, and the strengths and weaknesses of different Distribution: Epistemology and Cognition or Social and theories of the origin of human language and the Behavioral Analysis linguistic theories will be considered. While history of the development of writing. We then Semester: Fall Unit: 1.0 many of the problems considered in this class will move to an analysis of how the brain processes the involve English, we will also be looking at other spoken and written word and how these modes CLSC 350 Research or Individual Study languages, both European and non-European. of communication affect memory and reasoning. Prerequisite: Open by permission to juniors and seniors. Prerequisite: LING 114 From a cultural perspective, we examine the ways Distribution: None Distribution: Epistemology and Cognition in which certain ancient and current societies dif- Semester: Fall, Spring Unit: 1.0 Semester: Fall Unit: 1.0 fer as a function of their use of oral versus written forms of communication. LING 312 Bilingualism: An Exploration of CLSC 360 Senior Thesis Research Prerequisite: Open to juniors and seniors who have taken a Prerequisite: By permission of the director. See Academic Language, Mind, and Culture related 200-level course in linguistics, psychology, anthropol- Distinctions. Levitt ogy, philosophy, or permission of the instructor. Not open Distribution: None NOT OFFERED IN 2011-12. Exploration of to students who took this course as a topic of CLSC 300 in Semester: Fall, Spring Unit: 1.0 the relationship of language to mind and culture spring 2006-07. through the study of bilingualism. The bilingual Distribution: Social and Behavioral Analysis or Epistemology CLSC 370 Senior Thesis and Cognition individual will be the focus for questions concern- Semester: N/O nit: 1.0 Prerequisite: 360 and permission of department. ing language and mind: The detection of “foreign” Distribution: None accent, the relationship of words to concepts, Semester: Fall, Spring Unit: 1.0

74 Cognitive and Linguistic Sciences LING 350 Research or Individual Study Formal System Requirement for Psychology: One of CS 111, CS 112, LING 240, LING 244, or Comparative Literature Prerequisite: Open by permission to juniors and seniors. PHIL 216 Distribution: None A STRUCTURED INDIVIDUAL MAJOR Semester: Fall, Spring Unit: 1.0 Philosophy Students concentrating in philosophy must elect Director: Nolden (German) Requirements for the Major at least four of any of the following courses: PHIL Advisory Board: Dougherty (Classical Studies), Hall 207, 208, [209], 216, 217, 221, 313, [340], or (Spanish), Rosenwald (English), Silver (Religion), Students majoring in cognitive and linguistic sci- 349. PHIL 345 may be taken after consultation Weiner (Russian), Zimmerman (EALL), Ward, (ex ences must take a minimum of nine units for the with the student’s philosophy advisor. officio: Chair of Language Chairs) major, including four core units, one from each of Linguistics Requirement: LING 114 or PSYC 216 the categories below, and a minimum of four elec- Using literary texts as its base of inquiry, tives in a concentration. It is recommended, but Formal System Requirement for Philosophy: “Comparative Literature” promotes the study of not required that the ninth course be in a different PHIL 216 intercultural relations that cross national boundar- concentration. In addition to the courses eligible Computer Science ies, multicultural relations within a particular for the major, which are listed below, NEUR 100 Students concentrating in computer science must society, and the interactions between literature can count as a ninth course in the major. Students take CS 230 and 232. In addition, students must and other forms of human activity, including the may consult the MIT catalog for additional offer- elect at least two courses from the following list: arts, the sciences, philosophy, and cultural artifacts ings in the major, but students are encouraged to CS 220, 231, 235, 251, [303], 310, [331], 332, of all kinds. take courses for the major at Wellesley College. or 349 (when the topic for CS 349 is approved by Goals for the Major Core Requirements the student’s computer science advisor). ••Acquaint students with the wide range of writ- Students must fulfill the following four core Formal System Requirement for Computer ing across national and linguistic borders and requirements: Science: CS 111 prepare them to read texts of different cultural 1) One course in Linguistics: Consult individual traditions in their own languages. concentrations for requirement Honors ••Familiarize students with the ways in which 2) One course in Formal Systems: Consult indi- literature can interact with various other forms The only route to honors in the major is writing vidual concentrations for requirement of human activity and how literary texts can be a thesis and passing an oral examination. To be read in interdisciplinary contexts. 3) PHIL 215 admitted to the thesis program, a student must have a grade point average of at least 3.5 in all ••Teach students to write well and to develop and 4) CLSC 300 use the skills of close reading. Concentrations work in the major field above the 100-level; the department may petition on her behalf if her GPA In designing a concentration, students need to in the major is between 3.0 and 3.5. See Academic CPLT 113/ENG 113 Studies in Fiction demonstrate the intellectual coherence of their Distinctions. Ko (English) choices. Therefore, concentrations must be Topic for 2011-12: The World of Fiction.A designed in close collaboration with the director. journey into worlds of fiction that range from In cases where the student’s chosen concentration grimy and scandalous to fantastic and sublime. As is in a discipline other than that of the director, a we enter wildly different fictional worlds, we will second advisor in the student’s field of concentra- also think about how those worlds illuminate ours. tion must also be arranged. Students must take at The syllabus will likely include Francois Rabelais’ least one 300-level course in their concentration. Gargantua and Pantagruel, Charlotte Brontë’s Jane Courses numbered 350/360/370 do not count Eyre, Bram Stoker’s Dracula, Fyodor Dostoyevsky’s towards this 300-level requirement. Crime and Punishment, Richard Wright’s Native Linguistics Son, Isak Dinesan’s short story “Babette’s Feast,” Students concentrating in linguistics must elect and Ha Jin’s Waiting. Taught primarily in lecture, at least four courses beyond the formal systems this course will not be writing-intensive. Students requirement from the following list. Three of these may register for either CPLT 113 or ENG 113 and courses must be linguistics courses, including one credit will be granted accordingly. 300-level course: LING 238, 240, 244, 312, 315 Prerequisite: None. Especially recommended to non-majors. or 319; CHIN 231/331, CS 235, EDUC 308 or Distribution: Language and Literature 310; FREN 211 or 308; PHIL 207, 216, or 349; Semester: Fall Unit: 1.0 PSYC 216 or 316. KOR 206 or 256 may be taken after consultation with the student’s linguistics CPLT 120 First-year Seminar: Master of advisor. Suspicion: Readings in Enlightenment Linguistics Requirement: LING 114 or MIT 24.9 Nolden (German) The course will focus on the main tenets of the Formal System Requirement for Linguistics: Enlightenment and thus introduce students to an LING 240 or 244 or appropriate equivalent MIT important segment of European and American course intellectual history. Students will become familiar Students will also be expected to demonstrate pro- with the core ideas of Enlightenment and rational- ficiency in a foreign language above the College’s ism (critique, tolerance, universalism, seculariza- foreign language requirement (at an intermediate tion, etc.) and will learn to understand how these level or above). ideas were debated and articulated in different Psychology and yet related arts, disciplines, and cultural and Students concentrating in psychology must take political discourses. They will become familiar PSYC 205 and one of 304R or 314R. In addition, with patterns of intellectual transfer across Europe students must elect at least two courses from the and the US, and they will develop an understand- following list: PSYC 214, 215, 217, 218, 219, ing of how deeply the legacy of Enlightenment has 301, 305, 316, 318, 319, 328, 345 (when the infuenced the world we live in today. topic for 345 is approved by the student’s psychol- Prerequisite: None. Open only to first-year students. ogy advisor). Distribution: Language and Literature Semester: Fall Unit: 1.0 Linguistics Requirement: PSYC 216

75 Comparative Literature CPLT 180 World Literature CPLT 218/318 / MES 218/318 Literary Voices CPLT 288 The Art of the European Novel Weiner (Russian) of the Pre-Modern Middle East (in English) Nolden (German) This course is an introduction to the study of Marlow NOT OFFERED IN 2011-12. Our course world literature. Students will read a selection of NOT OFFERED IN 2011-12. Exploration of will trace the development of the novel from foundational works of literature from a variety of selected writings from the rich literary traditions its early beginnings (Apuleius’ Metamorphoses/ times and cultures, observing those qualities that in Arabic and Persian, from the eighth to the The Golden Ass written in the second century allowed the works to transcend their historical fifteenth centuries. Readings (in English transla- A.D.) through its reincarnation in the Middle moment in order to enter into global conscious- tion) include stories and historical accounts, Ages (Wolfram von Eschenbach’s Parzival) to its ness. We will study the assigned texts from three short and long narratives, lyric and other forms popular rise in the last three centuries. We will points of view: as individual works of literary art, of poetry, biographies and autobiographies; from include authors from France (Rabelais, Flaubert), as rising out of a specific cultural context, and the Thousand and One Nights and works of Jahiz, Spain (Cervantes), England (Richardson, Brontë), as works that have escaped that original context Tabari, Ibn al-Farid, Ferdowsi, Omar Khayyam, Germany (Goethe, Kafka), Russia (Tolstoy) and into other languages and ages. Noting how some Jalal al-Din Rumi, Hafez and others. Materials Italy (Calvino) and discuss various sub-genres of meanings are lost in translation and others gained, will be read with attention to historical context this most popular of all literary genres (among students will develop a mode of reading and a and in conjunction with modern literary studies. them the picaresque novel, Bildungsroman, gothic critical vocabulary. The required readings will Attention to the distinctiveness of the Arabic and novel, etc.). likely be drawn from the following works: The Persian literatures and the interactions between Prerequisite: None Epic of Gilgamesh, The Odyssey, The Ramayana, them; structure and meaning, authorial personae, Distribution: Language and Literature The Aeneid, One Thousand and One Nights, The voice; relationships among authors, patrons and Semester: N/O Unit: 1.0 Dream of the Red Chamber, The Tale of Genji, broader audiences; literary theory and genre, oral Don Quixote, Robinson Crusoe, Jane Eyre, Heart of and written literary expression. This course may be CPLT 334 Literature and Medicine Darkness, One Hundred Years of Solitude, Omeros, taken as either 218 or, with additional assignments, Respaut (French) The Satanic Verses, Things Fall Apart. 318; the latter option is intended especially for stu- Drawing on texts from different countries, this Prerequisite: None dents proficient in Arabic or Persian. Students may course investigates literature’s obsession with Distribution: Language and Literature register for either CPLT 218/318 or MES 218/318 medicine. Literary representations of doctors and Semester: Spring Unit: 1.0 or and credit will be granted accordingly. patients, disability, insanity, AIDS, birth, death Prerequisite: 218 open to all students; 318 by permission of and grief, the search for healing and the redemp- CPLT 208/REL 208 Legend, Satire, and the instructor. tive power of art. Attention will be given to the Storytelling in the Hebrew Bible Distribution: Language and Literature links between the treatment of medical issues in Silver (Religion) Semester: N/O Unit: 1.0 fiction, in autobiography and in visual representa- The art of narrative composition in the Hebrew tions (film and photography). This course should Bible. The literary techniques and conventions of CPLT 228 Narratives of the Self be of interest to everyone drawn to health-related ancient Israelite authors in the Bible’s rich corpus Nolden (German) fields as well as to students in social sciences and of stories. Philosophical and aesthetic treatment of NOT OFFERED IN 2011-12. Focusing on the humanities. themes such as kingship, power, gender and cove- memoirs which represent the extremes of the Prerequisite: One 200-level course in literature or by permis- nant. Primary focus on the role of narrative in the human condition, the course will address generic sion of the instructor. Not open to first-year students. cultural life of ancient Israel, with attention also to problems and narrative patterns of autobiographi- Distribution: Language and Literature the difficulties of interpreting biblical stories from cal writing and discuss the tension between fact Semester: Spring Unit: 1.0 within our contemporary milieu. Students may and fiction, the (un-)reliability of memory, the register for either CPLT 208 or REL 208 and credit problems of representing history, and the compli- CPLT 350 Research or Individual Study will be granted accordingly. cated relationship between text and reader. Texts Prerequisite: By permission of the Director. See Academic Distinctions. Prerequisite: None by Augustine, J.-J. Rousseau, W. Benjamin, G. Perec, P. Levi, C. Yang, and others. Distribution: None Distribution: Historical Studies or Religion, Ethics, and Semester: Fall, Spring Unit: 1.0 Moral Philosophy Prerequisite: None Semester: Fall Unit: 1.0 Distribution: Language and Literature Semester: N/O Unit: 1.0 CPLT 360 Senior Thesis Research CPLT 212/CLCV 212 Reading Travel: The Prerequisite: By permission of the Director. See Academic Theme of Travel in Classical and Contemporary CPLT 284 Magical Realism Distinctions. Distribution: None Fiction Weiner (Russian) Semester: Fall, Spring Unit: 1.0 Dougherty (Classical Studies) NOT OFFERED IN 2011-12. This course exam- NOT OFFERED IN 2011-12. Every story is a ines fictions whose basic reality would be familiar CPLT 370 Senior Thesis travel story, and this class explores the theme of if not for the introduction of a magical element Prerequisite: 360 and permission of department. travel as it appears both literally and figuratively that undermines commonplace notions about Distribution: None in works of fiction. How is narrative a spatial what constitutes reality in the first place. The Semester: Fall, Spring Unit: 1.0 practice? What is the relationship between travel magical element can be a demon, talisman, physi- and fiction, between travel and literary genre? cal transformation, miraculous transition in space How does travel articulate issues of (personal and or time, appearance of a second plane of existence, Requirements for the Major cultural) identity? How do gender and family revelation of the unreality of the primary plane For students entering in the Fall of 2011 operate together with travel to structure relation- of existence, etc. Students will read Kafka’s and later: ships between home and away, men and women? Metamorphosis, Queneau’s The Blue Flowers, The comparative literature major introduces stu- We will begin with Homer’s Odyssey, which sets Bulgakov’s The Master and Margarita, Marquez’s dents to the study of literature across departmen- the stage for many of the themes and issues to One Hundred Years of Solitude, Calvino’s If on a tal, national, and linguistic boundaries. Students be interrogated in a broad range of texts, classi- Winter Night a Traveler, Pynchon’s The Crying devise their own course of studies in consultation cal and contemporary. Additional readings will of Lot 49, Murakami’s Hard-Boiled Wonderland with their advisor and with the director of the include Euripides’ Helen, Heliodorus’ Ethiopian and the End of the World and Sokolov’s School for program, in relation to the major’s particular Romance, Twain’s The Adventures of Huckleberry Fools, and short stories by Borges, Cortazar, and languages and concentration and mindful of the Finn, Conrad’s Heart of Darkness, Kincaid’s Lucy, Nabokov. many and diverse courses that pertain to the study Robinson’s Housekeeping, and Ondaatje’s The Prerequisite: None of literature. English Patient. Students may register for either Distribution: Language and Literature CPLT 212 or CLCV 212 and credit will be granted Semester: N/O Unit: 1.0 accordingly. Prerequisite: None Distribution: Language and Literature Semester: N/O Unit: 1.0

76 Comparative Literature These include, but are not limited to: Department of Computer discussion section each week. Students considering 1) courses in literary history; additional computer science courses should take 111, 2) courses in particular literary genres, authors, Science not 110. or periods; Prerequisite: None. No prior background with computers is 3) courses in the theory of literature; Professor: Hildreth (Chair), MetaxasA, Shull expected. Distribution: Mathematical Modeling 4) courses in linguistics; Associate Professor: Tjaden, Turbak Semester: Fall, Spring Unit: 1.0 5) courses on the theory and practice of Assistant Professor: Shaer translation; CS 111 Computer Programming and Problem 6) courses supplementing the study of literary Hess Fellow: Moore, Mustafaraj Solving texts offered in the humanities and social Lecturer: Anderson Mustafaraj, Shaer, Turbak sciences. Instructor in Computer Science Laboratory: An introduction to problem solving through com- Many courses combine or fall between these Herbst, Kakavouli, Lee puter programming. Using the Java programming categories. language, students learn how to read, modify, Computer Science encompasses the systematic design, debug, and test algorithms that solve Majors in comparative literature shall complete study of computing systems and computation. It a minimum of 10 units. All units must count problems. Programming concepts include control is continually evolving and expanding, making structures, data structures, abstraction, recursion, towards the major in the departments in which it an exciting field of study. All of the traditional they are offered (unless they are language courses, modularity, and object-oriented design. Students areas in computer science as well as newer direc- explore these concepts in the context of interactive of which up to two 200-level courses may be tions are represented in our faculty’s expertise counted toward the major): programs involving graphics and user interfaces. (including algorithms, programming languages, Students are required to attend an additional two- 1) Foundation: Students shall take “World data structures, artificial intelligence, human- hour laboratory section each week. Required for Literature” (CPLT 180) early in their studies. computer interaction, databases, computer students who wish to major or minor in computer 2) Concentration: At least three courses must be architecture, networks, security, vision, graphics, science or elect more advanced courses in the field. parallel computing, robotics, bioinformatics, Web elected in a single department or program. In con- Prerequisite: None. No prior background with computers is sultation with the advisor and director, students information retrieval, multimedia), allowing us expected. may choose to concentrate in the literature of a to offer a large variety of courses and substantial Distribution: Mathematical Modeling. Does not satisfy the nation or a region or in a specific field of inquiry research opportunities for students. laboratory requirement. (e.g. literature & religion, translation, literature The computer science department offers five intro- Semester: Fall, Spring Unit: 1.0 & politics, philosophical or theoretical inquires ductory computer science courses: CS 110, 111, CS 112 Computation for the Sciences into literature, visual arts & literature, etc.). 112, 114 and 117. For advice in making a choice Majors assemble a group of concentration courses consult “Choosing an Introductory CS Course” Hildreth from literature or cognate departments (of which online at http://cs.wellesley.edu/~cs/Curriculum/ An introduction to computer programming that English may be one); when relevant, the student intro.html. provides the tools necessary for students to use computers effectively in scientific work, including shall be obliged to satisfy departmental prerequi- Goals for the Major sites for these courses. physical sciences, biological sciences, medicine, We expect every computer science major upon mathematics, psychology and economics. Students 3) Complementation. a) Pre-modern study. Majors graduation to possess the following knowledge learn to write software to solve problems, visualize shall take a minimum of one course outside of and competencies: and analyze data, perform computer simulations, the modern period (the major advisor will assist and implement and test computational models the student in selecting appropriate pre-modern ••A firm foundation in fundamental areas of computer science including an understanding of that arise in a wide range of scientific disciplines. courses). b) Theory of literature. Majors shall take The course introduces MATLAB, an extensive and at least one course offering a theoretical perspec- the connections between computer science and other disciplines; widely used technical computing environment tive helpful to their particular course of study. c) with advanced graphics, visualization and analysis 300-level courses. Majors shall take two 300-level ••A solid preparation for either graduate work or tools, and a rich high-level programming lan- courses In at least two languages (of which English direct entry into the computing profession; guage. Students are required to attend an additional may be one), ideally one of them in their concen- ••A commitment to problem-solving, principles, two-hour laboratory section each week. tration. d) Independent work. Majors shall either theory, and analysis, in keeping with the tenets Prerequisite: None. No prior background with computers is supplement one of their 300-level courses with an of a liberal arts setting; expected. extra independent project or else enroll in a CPLT Distribution: Mathematical Modeling. Does not satisfy the 350, CPLT 360 and/or CPLT 370. ••Strong written and oral communication skills, laboratory requirement. including the ability to work on a team-based Semester: Spring Unit: 1.0 For students who entered the College prior to project and to solve problems in a team-based the Fall of 2011: setting; CS 114 The Socio-Technological Web See above, with the following amendments: 1) ••The ability to read a paper from a general Metaxas Foundation: It is strongly recommended that computer science journal and to be able to NOT OFFERED IN 2011-12. OFFERED “World Literature” (CPLT 180) is selected. 2) understand parts of more technical papers in IN 2012-13. As more and more people use the Concentration: It is strongly recommended that at specialized journals and conferences. technologies and services made available from least three courses are selected in a single depart- computer science, online environments like ment or program. CS 110 Computer Science and the Internet Facebook, Second Life, MySpace, Wikipedia, Anderson, Moore, Shaer blogs, and open source development communi- Honors This course explains the basics of how the Internet ties, have been fourishing. It is becoming clear works and how to build a Web site. Topics include that problems existing in our real world transfer There are two routes to honors in the major: Plan and become amplified in the virtual world created A entails writing a thesis. Plan B entails a dossier client-server architecture, structuring Web pages with HTML, CSS, and JavaScript, the repre- by our interconnectivity. This course will start by of essays written for several courses with a state- studying the structure of the traditional Web and ment of connections among them and critical sentation of colors, images, and sound on the computer, encryption, cookies, and CGI forms. its recent successor, the Social Web, and will focus questions raised by them. Both Plan A and Plan B on issues of virtual identity, personal and group require a student to pass an oral exam. We also discuss accessibility, copyright, intellectual property, and critical thinking in the context of privacy, trust evaluation and propagation, online To be admitted to the honors program, a student the Internet. The required project models most security, critical thinking, online propaganda, must have a grade point average of at least 3.5 in phases of the standard software lifecycle. Students googlearchy, fraud and manipulation, restricted all work in the major field above the 100 level; the are introduced to programming by building an resources, class differences, self-perception, and department may petition on her behalf if her GPA interactive Web site using JavaScript. Students decision-making. Students are required to attend an in the major is between 3.0 and 3.5. See Academic are required to attend an additional 70-minute additional 70-minute discussion section each week. Distinctions.

77 Computer Science Prerequisite: None ture, eye movements), design guidelines, and user application of automata theory to the scanning Distribution: Mathematical Modeling interface software tools. Students will design a user and parsing of programming languages. Semester: N/O. Offered in 2012-13. Unit: 1.0 interface, program a prototype, and test the results Prerequisite: 230 and either MATH 225 or permission of the for usability. Students are required to attend an instructor. CS 116/PHYS 116 Robotic Design Studio additional 70-minute discussion section each week. Distribution: Mathematical Modeling Berg (Physics) Semester: Fall Unit: 1.0 NOT OFFERED IN 2011-12. This first-year Prerequisite: One of: 110, 111, 112, 114 Distribution: Mathematical Modeling seminar introduces liberal arts students to the Semester: Spring Unit: 1.0 CS 240 Introduction to Machine Organization essence of engineering while designing and assem- with Laboratory bling robots out of LEGO® parts, sensors, motors, CS 230 Data Structures Shull and tiny computers. Fundamental robotics skills Tjaden This course is intended to demystify the computer are learned in the context of studying and modify- An introduction to techniques and building (open up the “black box”) and teach how informa- ing a simple robot known as SciBorg. Then, work- blocks for organizing large programs. Topics tion at the highest level is processed and ultimately ing in small teams, students design and build their include: modules, abstract data types, recursion, executed by the underlying circuitry. To this end, own robots for display at a robot exhibition. These algorithmic efficiency, and the use and implemen- the course provides an introduction to machine projects tie together aspects of a surprisingly wide tation of standard data structures and algorithms, organization and assembly language program- range of disciplines, including computer science, such as lists, trees, graphs, stacks, queues, priority ming. Specific topics include the fundamentals of physics, engineering, and art. Students may register queues, tables, sorting, and searching. Students computer organization (introduction to numeric for either CS 116 or PHYS 116 and credit will be become familiar with these concepts through representation, Boolean logic, digital logic and all granted accordingly. weekly programming assignments using the Java associated technology), a basic data path imple- Prerequisite: None. Open to first-year students only. programming language. Students are required to mentation, assembly language programming, how Distribution: Natural and Physical Science attend an additional two-hour laboratory section to assess and understand the performance of a Semester: N/O Unit: 1.0 each week. computer, and brief overviews of assemblers, com- pilers and operating systems. Students are required CS 117 Inventing Mobile Apps Prerequisite: 111 or permission of the instructor. Students who received a grade of C+ or lower in 111 must contact the to attend one three-hour laboratory weekly. Turbak instructor before enrolling. Prerequisite: 111 This course teaches how to create apps for mobile Distribution: Mathematical Modeling. Does not satisfy the Distribution: Mathematical Modeling. This course satisfies devices as a vehicle for learning big ideas of laboratory requirement. the laboratory requirement. computer science, engineering, and entrepreneur- Semester: Fall, Spring Unit: 1.0 Semester: Fall Unit: 1.25 ship and explore technology’s impact on society. Applications include games, quizzes, electronic CS 231 Fundamental Algorithms CS 242 Computer Networks voting, location-aware apps, social networking, Shull Shull and apps that communicate with web services. All An introduction to the design and analysis of fun- A systems-oriented approach to data networks, apps will be created on Android phones using App damental algorithms. General techniques covered: including a theoretical discussion of common net- Inventor, a visual programming environment that divide-and-conquer algorithms, dynamic pro- working problems and an examination of modern does not require previous programming experi- gramming, greediness, probabilistic algorithms. networks and protocols. Topics include point-to- ence. The course culminates in a project where Topics include: sorting, searching, graph algo- point links, packet switching, internet protocols, students design and implement new mobile apps rithms, compression, cryptography, computational end-to-end protocols, congestion control, and for clients. Students are required to attend an addi- geometry, and NP-completeness. security. Projects may include client-server appli- tional 70-minute laboratory section each week. Prerequisite: 230 and either MATH 225 or permission of the cations and network measurement tools. Alternate Prerequisite: None. Does not fulfill the laboratory instructor. year course. requirement. Distribution: Mathematical Modeling Semester: Spring Unit: 1.0 Prerequisite: 230 or permission of the instructor. Distribution: Mathematical Modeling Distribution: Mathematical Modeling Semester: Fall Unit: 1.0 Semester: Fall Unit: 1.0 CS 232 Artifcial Intelligence CS 215 Multimedia Design and Programming NOT OFFERED IN 2011-12. OFFERED IN CS 249 Topics in Computer Science Metaxas 2012-13. An introduction to artificial intelligence NOT OFFERED IN 2011-12. NOT OFFERED IN 2011-12. OFFERED IN (AI), the design of computer systems that possess 2012-13. The purpose of this course is to give Prerequisite: TBA and acquire knowledge and can reason with that Distribution: TBA students a broad foundation in issues related to knowledge. Topics include knowledge represen- Semester: N/O Unit: 1.0 creating multimedia and hypermedia applica- tation, problem solving and search, planning, tions. Topics to be covered include history and vision, language comprehension and production, CS 250 Research or Individual Study philosophy of hypermedia; principles of human- learning, common sense reasoning, and expert Prerequisite: 230 or permission of the instructor. computer interaction; multimedia programming; systems. To attain a realistic and concrete under- Distribution: None optimizing for CD-ROMs and the World Wide standing of these problems, CommonLisp, an AI Semester: Fall, Spring Unit: 1.0 Web; digital representation and editing of media programming language, will be taught and used to (audio, graphics, video); media compression and implement the algorithms of the course. Alternate CS 250H Research or Individual Study transmission; and delivery of multimedia applica- year course. Prerequisite: 230 or permission of the instructor. tions. Students are required to attend an additional Prerequisite: 230 or by permission of the instructor. Distribution: None 70 minute laboratory section each week. Distribution: Mathematical Modeling Semester: Fall, Spring Unit: 0.5 Prerequisite: At least 111 (preferred) or 110 is required. At Semester: N/O. Offered in 2012-13. Unit: 1.0 least one of ARTS 105, ARTS 108/CAMS 138, or ARTS CS 251 Theory of Programming Languages 109/CAMS 139 is recommended. CS 235 Languages and Automata Shull Distribution: Mathematical Modeling. Does not satisfy the Turbak This course offers an introduction to the dimen- laboratory requirement. Semester: N/O. Offered in 2012-13. Unit: 1.0 This course offers an introduction to the concepts sions of modern programming languages. Covers of languages and automata. Topics include lan- major programming paradigms: function- CS 220 Human-Computer Interaction guages, regular expressions, finite automata, gram- oriented, imperative, object-oriented, and logic- Shaer mars, pushdown automata, and Turing machines. oriented. Dimensions include syntax, naming, Human-Computer Interaction is one of the areas The first half of the semester covers the Chomsky state, data, control, concurrency, nondeterminism, that have transformed the way we use computers hierarchy of languages and their associated com- and types. These dimensions are explored via in the last 30 years. Topics include methodology putational models. The second half of the semester mini-language interpreters written in OCaml, for designing and testing user interfaces, interac- focuses on decidability issues and unsolvable Scheme, and Haskell that students experiment tion styles (command line, menus, graphical user problems and the course closes with a brief intro- with and extend. interfaces, virtual reality, tangible user interfaces), duction to complexity theory. The course includes Prerequisite: 230 interaction techniques (including use of voice, ges- a programming component investigating the Distribution: Mathematical Modeling Semester: Spring Unit: 1.0

78 Computer Science CS 304 Databases with Web Interfaces CS 315 Web Search and Mining CS 342 Computer Security Anderson Metaxas Turbak NOT OFFERED IN 2011-12. OFFERED IN NOT OFFERED IN 2011-12. OFFERED IN NOT OFFERED IN 2011-12. OFFERED IN 2012-13. A study of the three-layer architecture 2012-13. In the last decade we have experienced 2012-13. An introduction to computer security. commonly used for Web-based applications such an explosive growth of information through the Topics include ethics, privacy, authentication, as e-commerce sites. We will learn to model and web. Locating information seems to be very easy, access control, information fow, operating system design databases uses entity-relationship diagrams, while determining the quality of information can security (with a focus on Linux), cryptography, and the Standard Query Language (SQL) for be tricky. This course is for students who want to security protocols, intrusion prevention and managing databases. We will learn PHP, CGI/ know why search engines can answer your queries detection, firewalls, viruses, network security, Python, and Java Servlets, which are three impor- fast and (most of the time) accurately, why other Web security, programming language security. tant technologies for Web-based architectures. times seem to be missing the point and provide Assignments include hands-on exercises with secu- We will also discuss performance, reliability and untrustworthy information, and how one can rity exploits and tools in a Linux environment. security issues. Finally, we will create dynamic design a Web site that acquires high visibility on Participants will independently research, present, Web sites driven by database entries. the Web. We will cover traditional information and lead discussions on security-related topics. Prerequisite: 230 retrieval methods and web search algorithms such Alternate year course. Distribution: Mathematical Modeling as crawlers and spiders, with a focus on probabi- Prerequisite: 230 and 240 or permission of the instructor. Semester: N/O. Offered in 2012-13. Unit: 1.0 listic and graph-theoretic methods that can detect 242 recommended. Web spam. We will also cover some basic under- Distribution: Mathematical Modeling CS 307 Computer Graphics standing of text mining and data clustering. Time Semester: N/O. Offered in 2012-13. Unit: 1.0 Anderson permitting, we will examine other relevant issues A survey of topics in computer graphics with of the information explosion era, such as the shape CS 349 Advanced Topics in Computer Science an emphasis on fundamental techniques. Topics and structure of the Web, epistemology of infor- Topic A for 2011-12: The Intelligent Web include: graphics hardware, fundamentals of mation and properties of large random networks. Mustafaraj three-dimensional graphics including modeling, Alternate year course. Web-based applications, such as Amazon, last.fm, projection, coordinate transformation, synthetic Prerequisite: 230. Not open to students who have taken this or Facebook collect and store every interaction camera specification, color, lighting, shading, topic as 349. with their users. The large amount of the collected hidden surface removal, animation, and texture- Distribution: Mathematical Modeling data can then be used to make these applica- mapping. We also cover the mathematical repre- Semester: N/O. Offered in 2012-13. Unit 1.0 tions smarter by personalizing content and user sentation and programming specification of lines, interfaces. In this course, we will study the intel- planes, curves, and surfaces. CS 320 Tangible User Interfaces Shaer ligent algorithms, such as association rules and Prerequisite: 230 collaborative filtering, that are used among others Distribution: Mathematical Modeling Tangible user interfaces emerge as a novel human- Semester: Spring. Unit: 1.0 computer interaction style that interlinks the in recommendation systems, content personaliza- physical and digital worlds. Extending beyond the tion, or customer sentiment analysis. Students CS 310 Foundations of Cryptology limitations of the computer mouse, keyboard and will build web-based applications that incorporate Shull monitor, tangible user interfaces allow users to such intelligent algorithms. Covered technologies NOT OFFERED IN 2011-12. OFFERED IN take advantage of their natural spatial skills while are Google App Engine and Google Web Toolkit, 2012-13. When is a cryptographic system secure supporting collaborative work. Students will be RESTful web services to access data, and the pro- and how will we ever know? This course intro- introduced to conceptual frameworks, the latest gramming languages Java, Python, and Scala. duces the computational models and theory com- research, and a variety of techniques for designing Prerequisite: 230 or 249 Web Mashups or permission of the puter scientists use to address these issues. Topics and building these interfaces. Developing tangible instructor Distribution: Mathematical Modeling include one-way functions, trapdoor functions, interfaces requires creativity as well as an interdis- Semester: Spring Unit: 1.0 probabilistic complexity classes, pseudorandom ciplinary perspective. Hence, students will work generators, interactive proof systems, zero-knowl- in teams to design, prototype and physically build Topic B for 2011-12: Quantifying the World edge proofs, and the application of these theories tangible user interfaces. Moore We now live in a world of information, where to modern cryptology. Prerequisite: 220 or 215 or 230, or permission of instructor. data can be leveraged to rapidly answer previously Prerequisite: 231 or 235 or permission of the instructor. Not open to students who have taken this course as a topic Distribution: Mathematical Modeling of 349. unanswerable questions. This course will teach Semester: N/O. Offeredin 2012-13. Unit: 1.0 Distribution: Mathematical Modeling students how to make sense of the large amounts Semester: Fall Unit: 1.0 of data frequently available, from hypothesis for- CS 313 Computational Biology mation and data collection to methods of analysis Tjaden CS 332 Visual Processing by Computer and and visualization. We begin by discussing how to Many elegant computational problems arise Biological Vision Systems set up Internet-level experiments and formulate naturally in the modern study of molecular biol- Hildreth testable hypotheses. We then learn ways to auto- ogy. This course is an introduction to the design, This course explores models for deriving informa- matically gather, store and query large datasets. implementation, and analysis of algorithms with tion about the three-dimensional world from Next, we introduce two important classes of applications in genomics. Topics include bioin- visual images. We examine methods used in analysis: statistical methods (descriptive and pre- formatic algorithms for dynamic programming, computer vision systems to analyze digital images dictive) and information visualization. Students tree-building, clustering, hidden Markov models, and strategies used by biological vision systems will learn to use the Python and R programming expectation maximization, Gibbs sampling, and to interpret the retinal image. An interdisciplin- languages to carry out data collection, analysis and stochastic context-free grammars. Topics will ary approach that combines computer science, visualization, culminating in a final project using be studied in the context of analyzing DNA psychology and neuroscience, and contributes to real data of the students’ choosing. sequences and other sources of biological data. the design of effective computer vision systems Prerequisite: 230 Applications include sequence alignment, gene- and the understanding of human visual process- Distribution: Mathematical Modeling finding, structure prediction, motif and pattern ing. Topics include: edge detection, stereo vision, Semester: Spring Unit: 1.0 searches, and phylogenetic inference. Course proj- motion analysis, shape from shading, color, object ects will involve significant computer program- recognition, and image processing applications CS 350 Research or Individual Study ming in Java. No biology background is expected. in medicine, security, information retrieval and Prerequisite: Open by permission to juniors and seniors. Alternate year course. intelligent vehicles. The course uses vision soft- Distribution: None ware written in MATLAB. Students are required to Semester: Fall, Spring Unit: 1.0 Prerequisite: 230 Distribution: Mathematical Modeling attend an additional 70-minute discussion section Semester: Fall Unit: 1.0 each week. Alternate year course. CS 350H Research or Individual Study Prerequisite: 112 or 230 or permission of the instructor. Prerequisite: Open by permission to juniors and seniors. Distribution: Mathematical Modeling Distribution: None Semester: Fall Unit: 1.0 Semester: Fall, Spring Unit: 0.5

79 Computer Science CS 360 Senior Thesis Research Honors Department of East Asian Prerequisite: By permission of the department. See Academic Students can earn honors in computer science by Distinctions. Distribution: None successfully completing an honors-quality senior Languages and Literatures Semester: Fall, Spring Unit: 1.0 thesis. A detailed description of the senior thesis project in computer science can be found in the Professor: Lam, Widmer (Chair)

CS 370 Senior Thesis document Independent Studies in Computer Science Associate Professor: Zimmerman A Prerequisite: 360 and permission of department. (http://cs.wellesley.edu/~cs/Research/thesis.html). Assistant Professor: Allen , S. Lee, Song, Tham Majors who are interested in undertaking a senior Distribution: None Senior Lecturer: Maeno, Torii-Williams Semester: Fall, Spring Unit: 1.0 thesis project are urged to discuss their plans with either their advisor or the department chair as Lecturer: Chen, Ozawa, Tang, Zhao Requirements for the Major early as possible in their junior year. Visiting Lecturer: Hatano-Cohen, E. Lee The Department of East Asian Languages and Students majoring in computer science must Graduate Study Literatures offers two distinct majors: Chinese complete CS 111, 230, 231, 235, 240, 251, two language and literature and Japanese language and 300-level courses other than 350, 360 or 370, and Students who plan to pursue graduate work literature. The goal of each major is to provide at least one additional computer science course in computer science are strongly encouraged students with a solid foundation in the disciplines at the 200 or 300 level. Students who do not to develop their background in mathematics, of language and literature through intensive lan- take CS 111 must replace this requirement with particularly in the areas of linear algebra, logic, guage training and broad exposure to the literary an additional one-unit computer science course. probability and statistics, number theory, and and cultural traditions of the culture under study. Computer science courses at other institutions graph theory. In addition, students who are plan- The department also offers a minor in Chinese used to meet the nine-course requirement must ning either graduate work or advanced techni- Language and Literature. be approved in advance by the department chair cal research or development work are strongly on an individual basis. In addition, all majors encouraged to (1) obtain laboratory experience In addition, Korean language and culture courses in computer science are expected to complete by electing one or more of 307, 332, 342, or are offered. (1) MATH 225 (Combinatorics and Graph appropriate courses at MIT and (2) pursue at least The department reserves the right to place a new Theory) and (2) at least one additional course in one independent study or research project before student in the language course for which she mathematics at the 200 or 300 level. Particularly graduating, in the form of a Wellesley course seems best prepared regardless of the number of relevant mathematics courses are MATH 206 (250/350/360), an MIT UROP, or a summer units she has offered for admission. internship. Consult http://cs.wellesley.edu/~cs/ (Linear Algebra), MATH 220 (Probability and Goals for the Major Elementary Statistics), MATH 223 (Number Research for more details. Theory), MATH 305 (Abstract Algebra), MATH ••In all language classes the goal is for students 309 (Foundations of Mathematics), and MATH Advanced Placement Policy to build toward conversing on sophisticated 325 (Graph Theory). The MATH courses are subjects; reading modern fiction, newspapers, considered prerequisites for the CS degree and Students may receive a maximum of one unit of journals, and classical language texts; and writing could be counted toward another major. Students college credit for a score of 5 on the Computer short essays. should consult a computer science faculty member Science A or AB Advanced Placement exam. ••In literature and culture courses the goal is for for advice in choosing mathematics courses best This unit does not count towards the computer students to develop basic familiarity with their suited to their interests. Students are encouraged science major or minor. Students receiving AP country’s history and its foundation texts and to consult the current computer science student credit for computer science should consult with to deepen their understanding of one or more handbook (linked from the department’s Web the department regarding enrollment in 230 or periods or genres. Students should demonstrate site http://cs.wellesley.edu) for suggestions of pos- 240. Computer science majors and minors should the ability to research, analyze and critique East sible course schedules for completing the major. consult with a computer science faculty advisor Asian literature and cultural texts, both in the Students considering a junior year abroad should before electing to take a computer science course original and in English translation, and should consult a faculty member in the department as as credit/noncredit. be able to translate original texts into English. soon as possible in their sophomore year to plan a Goals for all students taking East Asian schedule of courses to complete the major. Computer Engineering Languages and Literature courses All computer science majors are required to Students interested in computer engineer- ••The Chinese, Japanese and Korean Programs participate in computer science student seminars ing should consult the course listings in share the goal of increasing students’ grasp of the held throughout the academic year. In these Extradepartmental and enroll in EXTD 160, languages and cultures of East Asia. seminars, students have the opportunity to explore Introduction to Engineering Science. This course topics of interest through reading and discussion, ••The goal for all students is to develop increased is intended to be a gateway experience for pos- field trips, invited speakers, independent research fuency in reading, writing, speaking and listen- sible subsequent engineering studies, such as the projects, or software development projects. ing at the lower levels, and in Chinese and engineering certificates from the Olin College of Japanese, to build up analytical skills in the Engineering. The Special Academic Programs sec- literature and culture classes. Requirements for the Minor tion contains a description of these certificates that ••All three programs also offer courses taught in represent groups of engineering courses at Olin The computer science five-course minimum minor English on topics in East Asian cultures and designed to complement a major at Wellesley. is recommended for students whose primary opportunities for study abroad and other forms More information at http://cs.welleseley.edu/~cs/ interests lie elsewhere, but who wish to obtain a of cultural enrichment on campus. fundamental understanding of computer science. Curriculum/olin.html. The minor consists of CS 111, 230, one of 231, EALL 225/325 Traditional Romances of East 235, or 240, at least one computer science course Interdepartmental Majors Asia (in English) above 100-level, and at least one 300-level com- Students interested in an interdepartmental major Widmer puter science course other than 350. Students who (or minor, if applicable) in cognitive and linguistic NOT OFFERED IN 2011-12. The course begins do not take CS 111 must replace this requirement sciences or media arts and sciences are referred to with a brief introduction to an eleventh-century with one additional one-unit computer science these listings in the catalog. novel from Japan, Murasaki Shikibu’s The Tale of course except 110. Students interested in engineering should consult Genji. This work shows considerable awareness of the course listings in Extradepartmental. Chinese culture, but the design is entirely original and the aesthetics typically Japanese. There is no infuence at all between Genji and our next sub- ject, Cao Xueqin’s eighteenth-century masterpiece, The Dream of the Red Chamber, also known as The Story of the Stone. However, the similarities point to shared East Asian traditions, and the contrasts 80 East Asian Languages and Literatures can be traced to major differences in the aesthetics Prerequisite: None literature, current newspaper articles, broadcast of China and Japan. At the end of the semester, Distribution: Language and Literature news, and clips of television shows and films. we will take up two other pieces, one each from Semester: Fall Unit: 1.0 The course will develop sophisticated interpretive Korea and Vietnam. These two, as well, fit into a and presentational skills in formal contexts while KOR 231 Advanced Intermediate Korean I - larger East Asian syndrome, but exhibit national enhancing the student’s level of literary apprecia- Selected Readings and Formal Conversation characteristics at the same time. This course may be tion and intellectual analysis. The focus is on mas- taken as either 225 or, with additional assignments, E. Lee tery of a wide range of vocabulary and idiomatic 325. This course is designed for students to develop an expressions, individual writing projects, classroom advanced level of oral and literacy (reading and discussion, and presentations on assigned topics. Prerequisites: 225 open to all students; 325 one 200-level writing) skills. Students will have opportunities course in either Chinese or Japanese Language and Literature to improve their oral and written communication Prerequisite: 202 or permission by the instructor required. Distribution: Language and Literature Distribution: Language and Literature skills through student-led group discussions, pre- Semester: Spring Unit: 1.0 Semester: N/O Unit: 1.0 sentations and compositions based upon various readings. The integrated activities and applica- Korean Language and Culture tions will not only make students consolidate the Related Courses knowledge of vocabulary and grammar pattern Attention Called covered in the beginning and intermediate Korean KOR 101-102 Beginning Korean courses, but also further develop their linguistic AMST 212 Korean American Literature and E.Lee capacity. In addition, activities will provide a more Culture An introductory course on standard conversa- profound understanding of contemporary issues, tional Korean for students who have little or no cultures, and traditions in Korea. The class will be Chinese Language and knowledge of Korean. The course will provide conducted entirely in Korean. basic skills in speaking, listening, reading, and Prerequisite: 201-202 or permission of instructor Literature writing, with a focus on spoken language profi- Distribution: Language and Literature ciency. The course will emphasize the develop- Semester: Fall Unit: 1.0 ment of communication skills in given situations CHIN 101-102 Beginning Chinese and tasks, and provide an introduction to socio- KOR 232 Advanced Intermediate Korean II - Tang cultural interests and daily life in Korea. Four Selected Readings and Formal Writing An introductory course that teaches the skills of 70-minute classes with regular individual meetings. E. Lee listening comprehension, speaking, reading, and Each semester earns 1.25 unit of credit. Students who This course is a continuation of KOR 231. More writing in Mandarin Chinese. Emphasis is on are placed into 101 must complete both semesters sat- emphasis will be placed on enhancing students’ pronunciation, vocabulary, grammar, and commu- isfactorily to receive credit for either course; those who reading and writing fuency. Students will read nication. Computer programs for pronunciation, are placed into 102 must continue at the 200-level to and discuss various authentic materials, and write listening comprehension, grammar, and writing retain credit for 102. a composition based upon the readings. The Chinese characters will be used extensively. Four 70-minute classes plus one 30-minute small-group Prerequisite: None reading materials will include news or magazine Distribution: None articles and short essays. In addition, under the session. Each semester earns 1.25 units of credit; Semester: Fall, Spring Unit: 1.25 guidance of the instructor, each student will pres- however, both semesters must be completed satisfacto- ent and write a critical review as a final project. rily to receive credit for either course. KOR 201-202 Intermediate Korean Through this course, students will be able to Prerequisite: None. Open only to students with no Chinese S. Lee expand their linguistic capacity to an advanced language background. Continuation of 101-102. The first semester will Distribution: None level. The class will be conducted entirely in Korean. Semester: Fall, Spring Unit: 1.25 emphasize further development of listening and Prerequisite: 231 or permission of the instructor speaking skills with more complex language struc- Distribution: Language and Literature CHIN 103-104 Advanced Beginning Chinese tures as well as proficiency in reading and writing. Semester: Spring Unit: 1.0 Zhao, Chen The second semester will emphasize reading and An introductory course that teaches the skills of writing skills. Four 70-minute classes with regular KOR 256 Gender and Language in Modern listening comprehension, speaking, reading, and individual meetings. Each semester earns 1.25 unit Korean Culture (in English) writing in Mandarin Chinese. Emphasis is on of credit; however, both semesters must be completed NOT OFFERED IN 2011-12. Postwar mod- pronunciation, vocabulary, grammar, and commu- satisfactorily to receive credit for either course. ernization and industrialization have brought nication. Computer programs for pronunciation, Prerequisite: 101-102, 201 for 202, or placement by the dramatic changes in Korean society. In spite of listening comprehension, grammar, and writing department. remarkable economic growth and rapid social Chinese characters will be used extensively. Three Distribution: One unit of Language and Literature for 202 progress, Korean women still struggle with gender Semester: Fall, Spring Unit: 1.25 70-minute classes. Each semester earns 1.0 unit of inequality. This course explores the relationship credit; however, both semesters must be completed KOR 206 An Introduction to Korean Language between language use and cultural views of wom- satisfactorily to receive credit for either course. and Culture anhood in modern Korea, using phonetics, seman- Prerequisite: Open to students who can speak some Chinese S. Lee tics, discourse analysis, and sociolinguistics. By (Mandarin or other Chinese dialect), or who have some This course aims to provide a fundamental examining actual language use in myths, movies, knowledge about reading and writing Chinese characters. Department placement test is required. understanding of Korean culture, society, and ads, and popular culture, we explore how sociolin- guistic factors shape gender dichotomies, notions Distribution: None the Korean people by focusing on the Korean Semester: Fall, Spring Unit: 1.0 language. The development of language occurs of individual identity, and ethnicity. Substantial evidence of linguistic data will be used to clarify in dynamic relation to culture and community. CHIN 150 Before Commerce There Was Poetry: the connection between language and gender as Topics include the origin and history of the The Chinese Poetic Tradition (in English) Korean language, the writing system (Hangeul- we address the challenges faced by women of East Asia. Allen Korean Alphabet), different dialects (including NOT OFFERED IN 2011-12. Poetry played North Korean dialects), cross-linguistic analysis, Prerequisite: None Distribution: Epistemology and Cognition complex and varied roles in Chinese society. intercultural communication, language use in Semester: N/O Unit: 1.0 Emperors used it to justify their rule, diplomats to pop culture, language variation across genera- conduct their business, ordinary men and women tions, neologism (new word formation) and slang, KOR 309 Advanced Korean Through to comment on the times and to give voice to etc. The historical trajectory of Korean will be Contemporary Texts and Multimedia their innermost feelings. The poetry written in examined in relation to relevant sociopolitical and S. Lee pre-modern China is still treasured as one of the cultural trends. We will also explore diverse issues This course aims at achieving advanced level fu- highlights of Chinese civilization, and Chinese in contemporary Korean and popular culture ency in reading and writing Korean through the poems have infuenced concepts of poetry around using articles, films, dramas, etc. This course is study of various texts and multimedia. Course the world. We will trace the development of the expected to develop cross-cultural perspectives on “texts” include contemporary works of Korean lyric voice, exploring the ways in which these the Korean language and its rich cultural heritage. works present the world and make arguments

81 East Asian Languages and Literatures/Korean/Chinese about it. We will discuss how Chinese poets con- Prerequisite: None for 211. For 311, one previous course on of rural life in the poems of aristocrats. We will struct different notions of the self through their Chinese history or culture. approach these texts both as works of art in their Distribution: Language and Literature poems, and how poetry gives voice to conficts Semester: Fall Unit: 1.0 own right and as windows onto the changing between aesthetics and morality, between the self paradigms Chinese writers used to understand and the community, and between the state and CHIN 212/312 Speaking What’s on My Mind: themselves and their world. other sources of social capital. Classical Chinese Poetry and Song Prerequisite: None Prerequisite: Open to first-year students only. Allen Distribution: Language and Literature Semester: N/O Unit: 1.0 Distribution: Language and Literature NOT OFFERED IN 2011-12. To understand Semester: N/O Unit: 1.0 China and its culture it is imperative to under- CHIN 231/331 Chinese and the Languages of CHIN 201-202 Intermediate Chinese stand its poetry. Poetry played complex and varied China (in English) Chen, Zhao roles in Chinese society: emperors used poems to Tham Further training in listening comprehension, oral justify their rule; ordinary men and women used NOT OFFERED IN 2011-12. What is expression, reading and writing. Four 70-minute poems to comment on the times and to give voice “Chinese”? How are “Mandarin” and “Cantonese” classes plus one 30-minute small group sessions. Each to their innermost feelings. The poetry they wrote related to “Chinese”? Is Taiwanese a Chinese lan- semester earns 1.25 unit of credit; however, both is still read and treasured as one of the highlights guage? Is it a Chinese dialect? How did Mandarin semesters must be completed satisfactorily to receive of Chinese civilization, and Chinese poems have become the “common language” (Putonghua)? credit for either course. infuenced concepts of poetry around the world. This course introduces the various language fami- What is the enduring appeal of these poems? How lies in China, and examines the linguistic, histori- Prerequisite: 101-102 or placement by the department. did poetry come to hold such an important place Distribution: One unit of Language and Literature for 202 cal, cultural and sociopolitical factors that have Semester: Fall, Spring Unit: 1.25 in Chinese culture? We will trace the development played into our understanding of terms such as of the lyric voice in China, examining poems, the “Chinese,” “Mandarin,” “language,” and “dialect.” CHIN 203-204 Advanced Intermediate Chinese men and women who wrote them, and the histori- Topics to be discussed include: the differences in Lam, Tham cal contexts that produced them. Readings will be the sound systems of Mandarin and other Chinese Further training in listening comprehension, oral in classical Chinese with glosses and annotations languages, how Mandarin became the national expression, reading and writing. Three 70-minute in English and, for advanced students, modern language, the traditional importance of a national classes. Each semester earns 1.0 unit of credit; how- Chinese. This course may be taken as 212 or, with language in China, the writing system and the ever, both semesters must be completed satisfactorily additional readings, 312. 212 is not open to students simplified/traditional divide, minority languages to receive credit for either course. who have previously taken 312. in China. In English with some readings in Chinese. Prerequisite: 103-104 or placement by the department. Prerequisite: For 212, at least two years of modern Chinese; This course may be taken as either 231 or, with addi- Distribution: One unit of Language and Literature for 204 for 312, at least three years of modern Chinese. tional assignments, 331. Semester: Fall, Spring Unit: 1.0 Distribution: Language and Literature Semester: N/O Unit: 1.0 Prerequisites: 231 open to students who have taken one 200- level course in Chinese language (courses in English do not CHIN 208 Writing Modern China (in English) CHIN 223/323 When Women Rode Horses: count) or the equivalent; first-year students may enroll only Song with permission of the instructor. For 331, one of the follow- The Tang Dynasty, China’s Golden Age Over the course of the twentieth century, China ing: 302, 306, 307, or permission of instructor. (in English) underwent enormous changes in the sweep of Distribution: Language and Literature Semester: N/O Unit: 1.0 modernization, which opened the door to a Allen NOT OFFERED IN 2011-12. OFFERED IN wealth of experimentation, especially in literature 2012-13. CHIN 232/332 Writing Women in Modern and culture. The primary focus of this course is to The Tang dynasty has long been consid- China (in English) explore how literary forms adapted to the domi- ered a high point of Chinese civilization. Travelers from lands as distant as India and Rome brought Song nant political and cultural movements of modern NOT OFFERED IN 2011-12. This course China. At the same time, individual Chinese writ- everything from exotic objects to new dances and new religious ideas, making foreign infuence examines the major works by modern Chinese ers crafted unique visions from their experiences female writers from the late Qing to the beginning “on the ground.” In works that date from the late stronger than in any period until the modern era. The dynasty was also a period of transition in of the twenty-first century, with a view toward Qing to the present, we will explore the varied appreciating their contributions to the Chinese representations of Chinese modernity, including which modes of literature, thought, and govern- ment that would dominate for the next thousand modernization. Who were China’s “new women”? topics, such as the individual and society, revolu- How did they strive to change Chinese culture tion and tradition, the countryside and the city, years first emerged. In this class, we will examine the literary and intellectual culture of Tang and society as well as themselves? How did they gender and sexuality. No prior knowledge of construct their identity and voice in fiction, Chinese literature or Chinese language is required. dynasty China, exploring such topics as the capital city as an urban space and a nexus of Chinese and poetry, and other literary forms? And how did Prerequisite: None foreign cultures; intellectual trends inspired by their writings negotiate tradition and modernity? Distribution: Historical Studies or Language and Literature Semester: Fall Unit: 1.0 Buddhism and a reevaluation of Confucian ideas; Such important issues as gender, identity, diversity, and representations of the dynasty in later periods. difference and modernity together with their CHIN 211/311 The Dream of the Red Chamber This course may be taken either as 223 or, with addi- historical and cultural contexts will be extensively in Chinese Literature and Culture (in English) tional assignments, as 323. discussed through close analyses of the chosen Widmer Prerequisite: 223 open to all students; for 323, one previous texts. This course may be taken as either 232 or, with Variously known in English as The Dream of the course in Chinese literature, history or culture additional assignments, 332. Red Chamber, A Dream of Red Mansions The Distribution: Language and Literature or Historical Studies Prerequisite: 232 open to all students; for 332, one course at , and Semester: N/O. Offered In 2012-13. Unit: 1.0 Story of the Stone, Honglou meng the 200 or 300-level in East Asian languages and literatures, is the most widely East Asian arts, history, philosophy, or religion. discussed Chinese novel of all time. Written in CHIN 225 Representations of the Other in Distribution: Language and Literature the mid-eighteenth century, the novel offers tell- Traditional Chinese Literature (in English) Semester: N/O Unit: 1.0 ing insight into Chinese culture as it once was Allen and as it remains today. The novel is still wildly NOT OFFERED IN 2011-12. Examining what CHIN 243/CAMS 203 Chinese Cinema popular due to its tragic love story, its sensitive an individual, or a culture, defines as “other” often (in English) depiction of the plight of the talented woman in reveals much about how that individual or culture Song late imperial culture, and its narrative intricacies. views itself. In this course, we will explore ways in This course explores the cinematic conventions The goal of the course is to understand the novel which traditional Chinese literature constructed and experiments employed by Chinese filmmak- both as a literary text and as a cultural phenom- notions of the other. Our scope will be broad: ers over the past hundred years. Unique Chinese enon. Optional extra sessions will accommodate from poems on the Zhou dynasty’s conquest of film genres such as left-wing melodrama, martial those who wish to read and discuss the novel in enemy tribes around 1000 B.C.E., to accounts arts films and model play adaptations, as well as Chinese. This course may be taken as 211 or, with of China’s encounters with the West in the eigh- the three “new waves” in China’s recent avant- additional assignments, 311. teenth century; from spirit journeys through the garde cinema, will be examined and discussed. terrors of the underworld, to romanticized visions

82 East Asian Languages and Literatures/Chinese Individual filmic visions and techniques experi- CHIN 306 Advanced Reading in Twentieth- hundred years. It aims to give students the oppor- mented with by important directors such as Fei Century Literature and Culture tunity to deepen their understanding of modern Mu, Hou Hsiao-hsien, Zhang Yimou and Jia Song China in both its historical and cultural practice. Zhangke will be closely analyzed. Class discus- This course is designed to further expand and Instead of language training, literary and cultural sions will aim to help students understand the refine students’ language skills through intensive analyses will be emphasized. Class discussions history, politics, and aesthetics of Chinese cinema. reading of authentic Chinese materials, such as will be conducted in Chinese, and students are Theoretical aspects of film studies will also be novels, short stories, essays, plays and through expected to offer their critical responses to read- incorporated into class readings and discussions. viewing of contemporary Chinese films. Particular ings through oral presentations and papers written No prior knowledge of China or film studies is attention will be paid to increasing levels of liter- in Chinese. required. Students may register for either CHIN 243 ary appreciation and to enriching understanding Prerequisites: 306, 307 or permission by the instructor. or CAMS 203 and credit will be granted accordingly. of the socio-cultural contexts from which our Distribution: Language and Literature Semester: Spring Unit 1.0 Prerequisite: None readings have emerged. Distribution: Arts, Music, Theatre, Film, Video or Language and Literature Prerequisite: 203-204 or permission of the instructor. CHIN 339 Popular Culture in Modern China Semester: Spring Unit: 1.0 Distribution: Language and Literature Semester: Fall Unit: 1.0 (in English) Song CHIN 244 Classical Chinese Theater CHIN 307 Advanced Readings in NOT OFFERED IN 2011-12. This course (in English) Contemporary Issues provides a comprehensive examination of modern Widmer Tham Chinese popular culture in mainland China, This course covers three basic categories of A variety of authentic materials including films Taiwan, Hong Kong, and other transnational traditional theater in China. It begins with the and literary works, will be selected to cover the Chinese communities in the past century. We short form known as zaju of the Yuan Dynasty period from 1949 to the early twenty-first century. discuss important issues in the field of popular (thirteenth to the fourteenth centuries), when culture across a variety of Chinese media, includ- dramatic works began to be written by identifiable Prerequisite: 306 or permission of the instructor. Distribution: Language and Literature ing film, literature, opera, theater, music, vintage authors. Next come the long and elaborate chuan- Semester: Spring Unit: 1.0 photographs, and comic books. In doing so, this qi (or kunqu) of the Ming and Qing, including course will probe popular culture as it has mani- the recently resurrected Peony Pavilion by Tang CHIN 310 Introduction to Classical Chinese fested itself in the dynamic dialogue between high Xianzu. The last category is Peking opera, a form Allen art and mass culture and trace its sociopolitical, that originated during the second half of the Qing NOT OFFERED IN 2011-12. OFFERED cultural, and aesthetic impact on modern China. dynasty, around 1790, and is regularly performed IN 2012-13. Classical Chinese was the primary Prerequisites: One course on China (e.g., CHIN 208, CHIN today. Most of our dramas were written by men, written language used in China from antiquity 243/CAMS 203, ANTH 223, HIST 278, ARTH 255), or by but a few by women will also be considered. The through the early twentieth century. This course permission of the instructor. Distribution: Language and Literature or Arts, Music, interrelation between forms will be discussed, as introduces the basic grammar and vocabulary of will drama’s role in film. The impact of Chinese Theatre, Film, Video Classical Chinese through readings selected from Semester: N/O Unit: 1.0 drama on such Westerners as Stanislavsky and canonical sources in literature, philosophy, and his- Brecht will be considered as the course concludes. tory. We will pay special attention to grammatical CHIN 350 Research or Individual Study Prerequisite: None differ­ences between classical and modern Chinese. Prerequisite: Open by permission to juniors and seniors. Distribution: Arts, Music, Theatre, Film, Video or Language Students with an interest in art history, history, and Literature Distribution: None Semester: Spring Unit: 1.0 philosophy, and/or literature are encouraged to Semester: Fall, Spring Unit: 1.0 take this course to improve their reading skills. CHIN 250 Research or Individual Study Prerequisite: 301 and 302 or 306 or permission of instructor. CHIN 350H Research or Individual Study Distribution: Language and Literature Prerequisite: Open by permission to juniors and seniors. Prerequisite: Open by permission of the instructor. Semester: N/O. Offered In 2012-13. Unit: 1.0 Distribution: None Distribution: None Semester: Fall, Spring Unit: 0.5 Semester: Fall, Spring Unit: 1.0 CHIN 326 The City in Modern Chinese CHIN 360 Senior Thesis Research CHIN 250H Research or Individual Study Literature and Film (in English) Song Prerequisite: By permission of department chair. See Prerequisite: Open by permission of the instructor. NOT OFFERED IN 2011-12. This seminar Academic Distinctions. Distribution: None Distribution: None Semester: Fall, Spring Unit: 0.5 will focus on one of the most important topics Semester: Fall, Spring Unit: 1.0 of modern Chinese culture: the urban imagina- CHIN 301 Advanced Chinese I tion. Analyzing how metropolis and urban life CHIN 370 Senior Thesis are represented and imagined is central to an Lam Prerequisite: 360 and permission of department chair. This course is designed to further expand students’ understanding of the differently articulated forms Distribution: None comprehension, speaking, reading, and writing Chinese modernity has taken throughout the Semester: Fall, Spring Unit: 1.0 skills. Reading materials will be selected from twentieth century. We will examine the literary newspapers, short stories, essays, and films.Three and visual representations of the city in modern 70-minute classes conducted in Chinese. China through close analyses of the novels, short Related Courses Prerequisite: 201-202 or permission of the instructor. stories, films, photographs, and paintings that Attention Called Distribution: Language and Literature illuminate Chinese urbanism. Cultural manifesta- Semester: Fall Unit: 1.0 tions of such Chinese metropolises as Beijing, LING 244 Language Form and Meaning Shanghai, Hong Kong, and Taipei will be exten- CHIN 302 Advanced Chinese II sively discussed. Japanese Language and Lam Prerequisites: One course at the 200 or 300 level in East Advanced language skills are further developed Asian languages and literatures, East Asian arts, history, phi- Literature through reading, writing and discussions. Reading losophy, or religion. materials will be selected from a variety of Distribution: Language and Literature or Arts, Music, Theatre, Film, Video JPN 101-102 Beginning Japanese authentic Chinese texts. Audio and video tapes Semester: N/O Unit: 1.0 Torii-Williams, Ozawa, Hatano-Cohen will be used as study aids. Three 70-minute classes Introduction to the modern standard Japanese conducted in Chinese. CHIN 338 Reading in Modern Chinese language. Emphasis on developing proficiency Prerequisite: 301 or permission of the instructor. Literature in listening, speaking, reading and writing, using Distribution: Language and Literature Song Semester: Spring Unit: 1.0 basic expressions and sentence patterns. Five peri- This course guides students to explore Chinese ods. Each semester earns 1.25 unit of credit; however, literary modernity through authentic literary both semesters must be completed satisfactorily to texts written by major Chinese writers of the past receive credit for either course.

83 East Asian Languages and Literatures/Japanese Prerequisite: None writing skills. Five periods. Each semester earns 1.25 Prerequisite: None Distribution: None unit of credit; however, both semesters must be com- Distribution: Language and Literature Semester: Fall, Spring Unit: 1.25 pleted satisfactorily to receive credit for either course. Semester: Spring Unit: 1.0 JPN 111 Gender and Popular Culture of Japan Prerequisite: 101-102 or by permission of the instructor. JPN 252 Supernatural Japan (in English) Distribution One unit of Language and Literature for 202 (in English) Semester: Fall, Spring Unit: 1.25 Zimmerman Zimmerman In 1776, the Japanese writer Ueda Akinari set NOT OFFERED IN 2011-12. Our study of JPN 231 Selected Readings in Advanced down a famous collection of ghost stories entitled Japanese popular culture focuses on gender Japanese I Tales of Moonlight and Rain. Beginning with issues, particularly on how girls are represented in Ozawa this collection, we will explore how representa- Japanese comic books, magazines, fiction, televi- This course is designed for the students who have tions of the supernatural were both embedded sion, animation, and film. We ask why the girl completed the second year of Japanese (201-202). in and transformed by discourses of modernity. sparks such intense interest in Japan and explore Each lesson introduces you to practical vocabulary Throughout the twentieth century, writers such as how she both challenges and reaffirms existing items, grammatical structures, and cultural Tanizaki Jun’ichiro, Akutagawa Ryunosuke, Izumi gender norms. A lightening rod for social change orientations that give you the ability to discuss Kyoka, and Enchi Fumiko kept the supernatural in Japan, even for modernity itself, representations such topics in a more advanced and culturally strand alive. In tales of the fantastic and the of the girl illuminate the status of women, the appropriate manner. This course includes a field strange, they also made trenchant commentary on changing role of the family, issues of ethnic and trip to the Kyo-no Machiya (Japanese traditional the state of their society. We read (and contrast) national identity, sexual orientation, and even house in the Boston Children’s Museum) where literary and visual texts to explore alternative Japan’s relation to the outside world. No previous students will learn not only Japanese language but visions of Japan’s rush to modernize. knowledge of Japan or Japanese language required. also Japanese culture and history. Throughout Prerequisite: None Prerequisite: None the course, the development of more fluent Distribution: Language and Literature Distribution: Language and Literature or Arts, Music, speech and stronger literacy will be emphasized by Semester: Spring Unit 1.0 Theatre, Film, Video studying more complex and idiomatic expressions. Semester: N/O Unit: 1.0 JPN 256/CAMS 205 History of Japanese Acquisition of an additional few hundred kanji Cinema (in English) characters will be part of the course. The class will JPN 130/THST 130 Japanese Animation Zimmerman (in English) be conducted entirely in Japanese. Three classes per week. From the long take and the pictorial composi- Morley (Theatre Studies) tion to the swirling action of the sword fight, we NOT OFFERED IN 2011-2012. What makes Prerequisite: 201-202 or permission of the instructor. explore how Japanese directors first adopted and Japan tick? New visitors to Japan are always Distribution: Language and Literature Semester: Fall Unit: 1.0 then transformed the language of cinema. We struck by the persistence of traditional aesthetics, move chronologically, from early silent film to arts, and values in a highly industrialized society JPN 232 Selected Readings in Advanced recent independent cinema, and we view films entranced by novelty. Through animation films Japanese II that speak to the concerns of each subsequent gen- (English subtitles) and readings on animation we Ozawa eration. Because Japanese directors have created a will explore this phenomenon from the inside. A continuation of JPN 231, this course further visual style that counters certain Hollywood con- Focus is on the works of Tezuka Osamu, Hayao develops literacy in Japanese. Students focus ventions, we also devote class time to learning how Miyazaki, and others. No Japanese language on intensive reading of various styles of written to read film. Readings from literature and history required. Students may register for either JPN 130 Japanese, writing on different topics, and develop- enhance study. Directors include: Mizoguchi, or THST 130 and credit will be granted accordingly. ment of fuent oral skills. Japanese movies will be Ozu, Kurosawa, Oshima, Imamura, Koreeda, Prerequisite: None used for reinforcement of grammar and for discus- and Nishikawa. No previous knowledge of Japan, Distribution: Language and Literature or Arts, Music, Japanese, or film studies is required.Students may Theatre, Film, Video sion. Class discussion will be conducted entirely in Japanese. Three classes per week. register for either JPN 256 or CAMS 205 and credit Semester: N/O Unit: 1.0 will be granted accordingly. Prerequisite: 231 or permission of the instructor. JPN 131/THST 131 First-year Seminar: Japan Distribution: Language and Literature Prerequisite: None Semester: Spring Unit: 1.0 Distribution: Arts, Music, Theatre, Film, Video or Language on Stage (in English) and Literature Morley (Theatre Studies) JPN 250 Research or Individual Study Semester: Fall Unit: 1.0 Traditional Japanese drama has had an enormous impact on contemporary and avant-garde forms of Prerequisite: Open by permission of department. Signature JPN 309 Readings in Contemporary Japanese drama worldwide. We will focus on the noh and of instructor required. Distribution: None Social Science kyogen theater from historical, social, textual, and Semester: Fall, Spring Unit: 1.0 NOT OFFERED IN 2011-12. Readings in performance perspectives. Students will learn to Japanese with selections from current newspapers read and block plays, view performances on DVD, JPN 250H Research or Individual Study and journals. Areas of student interest will help and become familiar with the esthetic, religious, Prerequisite: Open by permission of department. Signature to determine the texts for the course. Two periods and cultural (historical) contexts of the plays. The of instructor required. with discussion section. unit on noh will culminate in the composition Distribution: None and station of an original noh play. The kyogen Semester: Fall, Spring Unit: 0.5 Prerequisite: 232 or permission of the instructor. Distribution: Language and Literature unit will conclude with the performance of a kyo- Semester: N/O Unit: 1.0 gen comedy. A professional kyogen actor will assist JPN 251/THST 251 Japanese Writers and Their in the workshops. No Japanese language required. Worlds (in English) JPN 312/THST 312 Literary Japanese: Reading Students may register for either THST 131 or JPN Morley (Theatre Studies) the Classics 131 and credit will be granted accordingly. A study of the emerging voice of the writer in Morley (Theatre Studies) Prerequisite: None. Open to first-year students only. Japan from the tenth through the eighteenth Reading and discussion in Japanese of selections Distribution: Language and Literature or Arts, Music, centuries. Texts will include the early poetic diaries from classical Japanese literature: focus on transla- Theatre, Film, Video of the Heian Court ladies, The Tale of Genji, the Semester: Fall Unit: 1.0 tion skills. Students will have the opportunity Noh plays, puppet plays and the haiku poetry of to sample The Tale of Genji and The Pillow Book, Matsuo Basho. Emphasis is on the changing world among others, in the original and to familiarize JPN 201-202 Intermediate Japanese of the Japanese writer, the infuence of Buddhism Maeno, Hatano-Cohen themselves with the classical language. Two periods and Confucianism, and the role of the texts in with discussion section. Students may register for Continuation of 101-102. The first semester will shaping Japanese aesthetic principles. Selected emphasize further development of listening and either JPN 312 or THST 312 and credit will be films shown throughout course.Students may regis- granted accordingly. speaking skills with more complex language struc- ter for either JPN 251or THST 251 and credit will tures as well as proficiency in reading and writing. be granted accordingly. Prerequisite: 232 or permission of the instructor. The second semester will emphasize reading and Distribution: Language and Literature Semester: Fall Unit: 1.0

84 East Asian Languages and Literatures/Japanese JPN 314 Contemporary Japanese Narrative Prerequisite: One course on Japan or by permission of the consent. In rare cases, and only with departmental instructor. permission, students will be permitted to move Zimmerman Distribution: Language and Literature We read and discuss Japanese fiction in the origi- Semester: Fall Unit: 1.0 from the more advanced language track into the nal, focusing on a generation of contemporary less advanced track. Students entering with very female writers who are currently transforming the JPN 353/THST 353 Lady Murasaki and The advanced language preparation may substitute literary landscape of Japan. Through fresh use of Tale of Genji (in English) literature units as necessary, with departmental language and challenging themes, writers such as Morley (Theatre Studies) permission. CHIN 101, 102, 103, 104, and 201 Ogawa Yoko, Wataya Risa and Kanehara Hitomi NOT OFFERED IN 2011-12. Shortly after 1000 may be counted toward the degree but not toward draw sharp portraits of urban life in Japan. Weekly C.E., in the imperial court of Japan, Murasaki the major. Students who have completed 306 or translation exercises develop literary reading skills Shikibu, a court lady of middle rank, completed 307 or the equivalent may request to do an inde- and improve comprehension. For the final project, what is arguably the first novel in the history pendent study using Chinese language (CHIN students will translate a contemporary short story of world literature, The Tale of Genji. Who was 350). Requests for independent studies using in collaboration with the instructor. Two class she? How did she come to write a novel of such Chinese from students on the less advanced track meetings with individual meetings. surprising psychological subtlety? Who is the who have completed 302 may also be considered. Those who wish to do an independent study that Prerequisite: 232 or permission of the instructor. hero? Why is he still appealing a millennium later? Distribution: Language and Literature Focusing on The Genji and Murasaki’s diary, we does not require Chinese should register for 250. Semester: Spring Unit: 1.0 examine the culture of the Heian court, Buddhist An advisor should be chosen from within the beliefs, the aesthetic of mono no aware (a beauty Department. JPN 350 Research or Individual Study evocative of longing), and the literature (poetry, Prerequisite: Open by permission of department to juniors prose, and ladies’ diaries) of the court salons. Requirements for the Minor and seniors. Signature of instructor required. Films, plays, animation, and modern novels mod- Distribution: None eled on The Genji will also be discussed in class. Semester: Fall, Spring Unit: 1.0 in Chinese Language and No Japanese language required. Students may Literature JPN 350H Research or Individual Study register for either JPN 353 or THST 353 and credit will be granted accordingly. Prerequisite: Open by permission of department to juniors The minor in Chinese Language and Literature and seniors. Signature of instructor required. Prerequisite: One course on Japan or by permission of the consists of five courses, which should include: Distribution: None instructor. 202, 301, and 302 (for the less advanced track) or Semester: Fall, Spring Unit: 0.5 Distribution: Language and Literature 203, 204, and 306 or 307 (for the more advanced Semester: N/O Unit: 1.0 track); one literature course from the following JPN 351/THST 351 Seminar. Theaters of Japan JPN 360 Senior Thesis Research list: [105], 150, 208, [210], 211/311, 212/312. (in English) 225, [230/330], 232/332, 243, 244, 310, 326, Morley (Theatre Studies) Prerequisite: By permission of the instructor. See Academic 338, and 339; and either an additional literature Distinctions. The Tales of the Heike (Heike Monogatari), an Distribution: None course, or a linguistics course [221/321]. With epic recounting the 12th century battles between Semester: Fall Unit: 1.0 permission of the chair, students may offer one the Heike (Taira) and Genji (Minamoto) clans for course from outside the department. Students dominance over the imperial court, has spawned JPN 370 Senior Thesis entering with advanced language preparation may plays in almost every genre of Japanese theater. Prerequisite: 360 and permission of Program Director. substitute alternative literature/language courses as Some will be familiar with the story from anime Distribution: None necessary with departmental permission. Students as well. We will use this text and the themes that Semester: Spring Unit: 1.0 should work out their program in consultation appear to explore the performance arts of noh, with their advisor. kyōgen, bunraku puppet theater, and kabuki. Where possible we will view DVDs of the plays Requirements for the Major under discussion. Some of the major themes we Japanese Language and Literature will be examining have shaped Japanese culture Chinese Language and Literature The Japanese program trains students to achieve into the modern period: loyalty and the code of fuency in the Japanese language and to think the warrior; Buddhism; the aesthetic of pathos; The Chinese Program trains students to achieve critically about Japanese literature and culture. Confucianism; and the significance of China. Our fuency in the Chinese language and to think criti- Japanese majors follow a parallel track, taking approach will be multiple, as we will be discussing cally about Chinese literature and culture. Chinese language courses and literature/culture courses in performance texts and the differences between majors pursue parallel tracks, taking language translation that culminate in advanced work on genres of theater, as well as the Heike themes and courses and literature/culture courses in transla- literature in Japanese at the 300-level. To this end, their manifestation in different periods of Japanese tion, that culminate in advanced work on litera- students are strongly encouraged to begin their drama. Students may register for either JPN 351 or ture/culture at the 300-level. To this end, students study of the language in the first year. A junior THST 351 and credit will be granted accordingly. are strongly encouraged to begin their Chinese year, a semester, or a summer of intensive language Prerequisite: One course on theatre or on Japan. language study during their first year at Wellesley. study in Japan is encouraged. The major con- Distribution: Language and Literature or Arts, Music, Students with Chinese language background sists of a minimum of eight units and normally Theatre, Film, Video must take a placement test to determine their includes JPN 202, 231, 232, and five additional Semester: Spring Unit: 1.0 proper courses. In addition, the EALL department units. At least two must be non-language units, strongly recommends that all majors spend at least and at least two must come from the 300 level JPN 352 Seminar. Postwar Japanese Fiction a summer or a semester studying at an approved (to be taken within the department). Students (in English) program in China, Taiwan, or Hong Kong. entering with advanced language preparation may Zimmerman The major consists of a minimum of eight units substitute alternate language units as necessary With the lifting of state censorship in the postwar with departmental permission. JPN 101-102 and period, Japanese writers began to write again and normally includes CHIN 202, 301 and 302 (for the less advanced language track) and 203, 201 may be counted toward the degree, but not about sex, politics and decadence. They also toward the major. Students who have completed wrestled with questions of war responsibility and 204, and 306 or 307 (for the more advanced lan- guage track), plus five additional units in Chinese 314 or the equivalent may request to do an the role of the writer in a changing world. In independent study using the Japanese language recent years, Japanese writers have courted a global literature, linguistics, language, comparative East Asian literature, or East Asian Studies. At least two (JPN350). Those who wish to do an independent audience, moving towards fantasy and magic real- study that does not require the Japanese language ism while depicting the proliferation of isolated of these additional units must be non-language units taken within the department, and at least should register for 250. An advisor should be cho- subcultures in Japan. We embed literary texts in sen from within the department. their social and historical contexts as we listen for one of the departmental non-language courses the “hum of the times.” We also practice close must be a literature course at the 300-level. reading of individual texts as we assess the literary CHIN 306 and 307 are open to students who accomplishments of nine Japanese writers from have completed CHIN 302, subject to instructor 1945–2007.

85 East Asian Languages and Literatures All EALL Students East Asian Studies EAS 370 Senior Thesis Prerequisite: 360 and permission of thesis advisor/s. Distribution: None Honors Program Semester: Fall, Spring Unit: 1.0 The only route to honors in the Chinese language AN INTERDEPARTMENTAL MAJOR and literature and Japanese language and literature Courses for Credit Toward major is writing a thesis and passing an oral exam- Director: Moon (Political Science) A the Major ination. To be admitted to the thesis program, a Affiliated Faculty: Allen (EALL-Chinese), Chen (EALL-Chinese), Cheng (Women’s and Gender student must have a grade point average of at least LANGUAGE courses (Mandarin Chinese, Studies), Giersch A2 (History), Hatano-Cohen 3.5 in all work in the major field above the 100- Japanese, Korean): level; the department may petition on her behalf if (EALL-Japanese), Joseph A2 (Political Science), her GPA in the major is between 3.0 and 3.5. See Kodera (Religion), Lam (EALL-Chinese), E. Lee See offerings in Department of East Asian Academic Distinctions. (EALL-Korean), S. Lee (EALL-Korean), Liu (Art Languages and Literature (EALL) History), Maeno (EALL-Japanese), Matsusaka Teacher Certifcation (History), Meng (Studio Art), Moon (Political HUMANITIES: Science), Morley (Theatre Studies), Ozawa (EALL- AMST 212 Korean American Literature and Students interested in seeking certification in Japanese), SongA (EALL-Chinese), Tang (EALL- Culture teaching Chinese or Japanese should speak with Chinese), Tham (EALL-Chinese), Torii-Williams the chairs of the EALL department and education (EALL-Japanese), Widmer (EALL-Chinese), Zhao ARTH 238 Chinese Art and Architecture department early in their college career. (EALL-Chinese), Zimmerman (EALL-Japanese) ARTH 240 Asian Art and Architecture Faculty Advisory Committee: Cheng (WGST), ARTH 248 Chinese Painting Transfer Credits Giersch A2 (History), Kodera (Religion), Joseph A2 (Political Science), Liu (Art History), Matsusaka ARTH 249 Japanese Art and Architecture The transfer of credit (either from another (History), Moon (Political Science), Morley (Theatre ARTH 255 Twentieth-Century Chinese Art American institution or from a language program Studies) Widmer (EALL), Zimmerman (EALL) abroad) is not automatic. A maximum of four ARTH 337 Seminar. Topics in Chinese Art units may be transferred. Work at the 300-level East Asian Studies is an interdisciplinary major offered jointly by faculty from departments at ARTH 341 Seminar. The Landscape Painting of must be taken within the department for credit China, Korea, and Japan towards the majors in Chinese and Japanese. the College whose research and teaching interests Students wishing to transfer credit should be focus on East Asia and from the Department of ARTH 346 Seminar. Poetic Painting in China, advised that a minimum of six units of course East Asian Languages and Literatures (EALL). Korea, and Japan The major is designed for students with a broad work must be completed in the EALL depart- ARTS 106 Introduction to Chinese Painting ment at Wellesley. Transfer students from other interest in East Asia. It encourages students to institutions are required to take a placement test familiarize themselves with one or more countries ARTS 206 Chinese Painting II administered by the EALL department. It is essen- or societies of East Asia and also requires that stu- CHIN 105/WRIT 125 Self and Society in tial that proof of course content and performance dents have an area of concentration, which may be Chinese Literature (in English) in the form of syllabi, written work, examinations, based on a country/culture or academic discipline. CHIN 208 Writing Modern China (in English) and grades be presented to the EALL department To major in EAS, students must fulfill require- chair. ments in Language studies, Humanities, and CHIN 211/311 The Dream of the Red Chamberin History and Social Sciences (see below). Through Chinese Literature and Culture (in English) this combination of breadth and depth, students Advanced Placement Policies and learn about the historic links between East Asian CHIN 212/312 Speaking What’s on My Mind: Language Requirement societies and how ideas, cultures, and policies fow Classical Chinese Poetry and Song (in English) across and shape life in East Asia today. CHIN 225 Representations of the Other in A student entering Wellesley must have an Traditional Chinese Literature (in English) Advanced Placement score of 5 or SAT II score of Goals for the Major 690 to satisfy the foreign language requirement. ••To familiarize students generally with the, arts, CHIN 231/331 Chinese and the Languages of AP courses will not be counted toward either histories, languages and literatures, religions, China (in English) major offered by the EALL department. All stu- and the social, political, and cultural systems of CHIN 232/332 Writing Women in Modern dents who wish to register for a Chinese, Japanese, East Asia. China (in English) or Korean class must take the appropriate place- ••To develop fuller expertise in a specific area ment examination. The department reserves the CHIN 243/CAMS 203 Chinese Cinema (in of study, whether by country, or scholarly English) right to place a new student in the language course discipline. for which she seems best prepared regardless of her CHIN 244 Classical Chinese Theatre (in English) AP or SATII score. ••To ensure a firm foundation in at least one of three East Asian languages: Mandarin Chinese, *CHIN 306 Advanced Reading in Twentieth- Japanese, or Korean. Century Literature and Culture (in Chinese) Study Abroad CHIN 307 Advanced Readings in Contemporary A maximum of four courses taken abroad may EAS 250 Research or Individual Study Issues (in Chinese) be counted toward the Chinese Language and Prerequisite: Open to sophomores, juniors, and seniors by CHIN 326 The City in Modern Chinese Literature Major or the Japanese Language and permission of instructor and director Literature and Film (in English) Literature Major. Students should note that more Distribution: Determined by the instructor and director credit may be counted toward the Wellesley Semester: Fall, Spring Unit: 1.0 *CHIN 338 Reading in Modern Chinese degree. In order to obtain credit for study abroad, Literature (in Chinese) EAS 350 Research or Individual Study students must obtain prior consent from the CHIN 339 Popular Culture in Modern China (in International Study Office and the EALL depart- Prerequisite: Open to juniors and seniors by permission of English) ment chair and must pass a placement test admin- instructor and director Distribution: Determined by the instructor and director EALL 225/325 Traditional Romances of East Asia istered by the EALL department upon return to Semester: Fall, Spring Unit: 1.0 Wellesley. In addition, it is essential that proof of (in English) course content and performance in the form of EAS 360 Senior Thesis Research JPN 111 Gender and Popular Culture of Japan syllabi, written work, examinations, and grades be Prerequisite: Open to seniors by permission of the Faculty (in English) presented to the EALL department chair. Advisory Committee. See Honors section below. JPN 130 Japanese Animation (in English) Distribution: None Semester: Fall, Spring Unit: 1.0 JPN 131/THST 131 First Year Seminar: Japan on Stage

86 East Asian Studies JPN 251/THST 251 Japanese Writers and Their Requirements for the Major studies. Under unusual circumstances, and with Worlds (in English), the approval of her advisor and the program direc- Prospective East Asian Studies majors should tor, a student may design her own disciplinary JPN 252 Supernatural Japan (in English) begin study of an East Asian language as soon concentration. Majors will normally declare their JPN 256/CAMS 205 History of Japanese Cinema as possible in their first year. The program also concentration no later than the spring semester of (in English) recommends that students take one or more the junior year, courses that explore East Asia (such as HIST 274, 3. A minimum of three non-language courses JPN 309 Readings in Contemporary Japanese REL 108, or EALL 225) in their first two years must be taken at Wellesley, including the required Social Science (in Japanese) to attain familiarity with the region. The program two units of 300-level courses. Of the two encourages students to 1) familiarize themselves *JPN 312 /THST 312 Literary Japanese: Reading required 300-level courses, only one may be a with several East Asian societies and cultures; 2) the Classics (in Japanese) 350, 360, or 370. choose an area of concentration that is country/ *JPN 314 Contemporary Japanese Narrative (in culture-based or based on an academic discipline. 4. A maximum of two non-language courses taken Japanese) For example, students may select a focused study outside Wellesley can count toward the major. JPN 351/THST 351 Seminar. Theaters of Japan of one country or culture (e.g., China, Japan, Some courses can count as a language or non- (in English) Korea/s, or select a disciplinary or thematic focus language course for the purpose of fulfilling such as the arts, literature, social sciences, media JPN 352 Seminar. Postwar Japanese Fiction (in requirements for the major. Each course unit and cinema, etc. English) can be credited only once toward the major. No Prospective majors should consult with a member double-counting (e.g., as a language course AND JPN 353/THST 353 Seminar. Lady Murasaki of East Asian Studies faculty as early as possible to non-language course) is permitted. and The Tale of Genji(in English) discuss their academic plans. Majors devise their One course in Asian American studies (e.g., KOR 206 Korean Culture and Language own programs of study in consultation with an Korean-American Literature, Asian-American REL 108 Introduction to Asian Religions advisor from the student’s area of concentration. Experience) may be counted towards the major, Both the major advisor and the program director provided that the course addresses a significant REL 253 Buddhist Thought and Practice must approve proposals for the major. Ten units aspect of East Asian traditions, culture, or society REL 254 Chinese Thought and Religion are required for the major, consisting of the in its global, cross-cultural contexts. Students following: should consult with their advisors. REL 255 Japanese Religion and Culture A. Language courses: four units. REL 259 Christianity in Asia All students must complete at least four language Honors REL 290 Kyoto Wintersession courses above the 100-level in the language The only route to honors in the major is writ- most appropriate to their area of concentration. REL 353 Seminar. Zen Buddhism ing a thesis and passing an oral examination. A (Students will not receive credit towards the major grade point average of at least 3.5 in the major, REL 354 Seminar. Tibetan Buddhism for the first year of language study.) above100-level courses, is the minimum require- *Fulfills either Language or Humanities Those who begin their language study at Wellesley ment for application. Students must also submit requirement for the major in a 300-level language class must still complete at a dossier of required material, including a thesis least four language courses. Students with native proposal, to the EAS director and the Faculty HISTORY AND SOCIAL SCIENCES: or near-native fuency in an East Asian language Advisory Committee, which will approve students [ANTH 223 Contemporary Chinese Society] must also complete at least four units of language, for admission. The director will inform students possibly in a different Asian language, in consulta- of the dossier requirements and submission [ANTH 224 Ancient China: From the Neolithic tion with their advisor. deadlines. The Faculty Advisory Committee may to Imperial Unification] Language study beyond what is required for the petition on her behalf of a student whose GPA in HIST 269 Japan, the Great Powers and East Asia, major is strongly recommended. the major is between 3.0 and 3.5, if her dossier is 1853–1993 particularly strong. See Academic Distinctions. All majors are also encouraged to spend at least HIST 274 China, Japan, and Korea in a summer or a semester studying abroad in Comparative and Global Perspectives China, Japan, Korea, or Taiwan. The East Asian Transfer Credits Languages and Literatures Department, through HIST 277 China and America: Evolution of a In order to obtain Wellesley credit for any EAS- the Chairperson of EALL, must approve plans for Troubled Relationship related course taken at another institution during language study taken away from Wellesley and to the academic year or summer, the student must HIST 278 Reform and Revolution in China, be applied towards the major. 1800–Present obtain approval from the College Registrar’s office B. Non-language courses: six units. and the program director prior to enrolling in the HIST 280 Topics in Chinese Commerce and 1. All majors must also take at least one non- course. First the Registrar’s office must award the Business language course on East Asia in each of the fol- appropriate college credit for each unit. Second, [HIST 289 Modern Korea: From 1800–Present] lowing categories: (a) Humanities, including Art the approval of the course/s to be credited to the EAS major must be granted by the program HIST 346 Seminar. Japanese Empire in East Asia, History, Cinema, Literature, Music, Philosophy; director. Students should present relevant syllabi 1879–1951 and (b) History and Social Sciences, including Anthropology, Economics, History, Political and other materials about the prospective course HIST 371 Seminar. Chinese Frontier Experience, Science, Religion, Sociology, and Women’s and to the director. Students, especially those taking 1600 to the Present Gender Studies. EAS courses abroad, may be required to contact the course instructor in order to obtain specific HIST 372 Seminar. Chinese Nationalism and (MIT has strong offerings in East Asian stud- details about the course in cases where the online Identity in the Modern World ies, which Wellesley students are encouraged to course description may be insufficient to make an explore.) KOR 256 Gender and Language in Modern informed decision. Korean Culture (in English) 2. A minimum of three non-language courses are POL2 208 Politics of China required to fulfill a selected concentration and two must be at the 300 level. Minor POL2 304 State and Society in East Asia Country/culture-based concentrations may There is no minor in East Asian Studies. POL2 308S Seminar. Advanced Topics in Chinese focus on one of the following: China, Japan, Politics Korea/s. Discipline-based concentrations POL3 227 The Vietnam War include: arts and visual studies; culture and society; gender studies; historical studies; inter- WGST 206 Migration, Gender, and Globalization national relations; literary studies; anthropology; economics, sociology; politics; religion; women’s

87 East Asian Studies market outcomes. Supply and demand analysis is ECON 201 Intermediate Microeconomic Department of Economics developed and applied. Policy issues include price Analysis foors and ceilings, competition and monopoly, Professor: Butcher, Joyce, Levine (Chair), Lindauer, Skeath, Fetter, Rothschild income distribution, and the role of government Matthaei A, Skeath A1, Witte A Intermediate microeconomic theory: analysis in a market economy. of the individual household, firm, industry, and Associate Professor: Coile A2, Hilt A, McEwan A2, Prerequisite: Open to first-year students only. Fulfillment of market, and the social implications of resource McKnight A, Velenchik, Weerapana the basic skills component of the Quantitative Reasoning allocation choices. Emphasis on application of requirement. Assistant Professor: Danaher, Fetter, Keskin, theoretical methodology. A A Distribution: Social and Behavioral Analysis Lucas , Rothschild, Shastry, Shurchkov Semester: N/O Unit: 1.0 Prerequisite: 101, 102 and one math course at the level of Distinguished Visiting Lecturer: Sichel MATH 115 or higher. The math course must be taken at ECON 102 Principles of Macroeconomics Wellesley. Visiting Lecturer: Cho, Le Brun, Saka, Switala Distribution: Social and Behavioral Analysis Staf Semester: Fall, Spring Unit: 1.0 Economics is the study of the universal prob- This course follows 101 and analyzes the aggregate lems of scarcity, choice, and human behavior. dimensions of a market-based economy. Topics ECON 202 Intermediate Macroeconomic It contains elements of formal theory, history, include the measurement of national income, philosophy, and mathematics. Unlike business Analysis economic growth, unemployment, infation, busi- Joyce, Weerapana, Rothschild, Switala administration, which deals with specific proce- ness cycles, the balance of payments, and exchange dures by which business enterprises are managed, Intermediate macroeconomic theory: analysis of rates. The impact of government monetary and fuctuations in aggregate income and growth and economics examines a broad range of institutions fiscal policies is considered. and focuses on their interactions within a struc- the balance of payments. Analysis of policies to tured analytical framework. The complete survey Prerequisite: 101. Fulfillment of the basic skills component control infation and unemployment. of the Quantitative Reasoning requirement. of economics consists of both 101 and 102. Any Distribution: Social and Behavioral Analysis Prerequisite: 101, 102 and one math course at the level of student who plans to take economics after 101 Semester: Fall, Spring Unit: 1.0 MATH 115 or higher. The math course must be taken at and 102 should consult a department advisor. Wellesley. Distribution: Social and Behavioral Analysis Goals for the Major ECON 103/SOC 190 Introduction to Semester: Fall, Spring Unit: 1.0 Probability and Statistical Methods Our majors should attain (1) a basic understand- Levine, Swingle (Sociology), Danaher, Keskin ing of economic principles, (2) an ability to ECON 203 Econometrics An introduction to the collection, analysis, inter- engage in critical reasoning, and (3) competency Butcher, Shastry, McEwan pretation, and presentation of quantitative data as in making written and oral arguments. These Application of statistical methods to economic used to understand problems in economics and skills are essential in helping each of our majors problems. Emphasis will be placed on regres- sociology. Using examples drawn from these fields, to graduate as more informed consumers, stu- sion analysis that can be used to examine the this course focuses on basic concepts in prob- dents, voters and workers. Included in a basic relationship between two or more variables. Issues ability and statistics, such as measures of central understanding of economics is an appreciation involved in estimation, including goodness-of-fit, tendency and dispersion, hypothesis testing, and of trade-offs and opportunity costs, the role of statistical inference, dummy variables, hetero- parameter estimation. Data analysis exercises are government in a market economy, efficiency and skedasticity, serial correlation, and others will be drawn from both academic and everyday applica- equity in market outcomes, the costs and benefits considered. Emphasis will be placed on real-world tions. Students must register for a laboratory section of international trade, the challenge of stabilizing applications. The credit/noncredit grading option is which meets an additional 70 minutes each week. the macroeconomy, and the factors that raise the not available for this course. Students may register for either ECON 103 or SOC long-term growth rate of the economy. The critical Prerequisite: 101, 102, and one math course at the level of 190 and credit will be granted accordingly. reasoning skills our students should also develop MATH 115 or higher. The math course must be taken at Wellesley. One course in statistics (ECON 103, MATH 220 include an ability to evaluate the logic of an Prerequisite: 101 or 102 or one course in sociology and fulfillment of the basic skills component of the Quantitative or PSYC 205) is also required. argument, to employ analytical tools to construct Reasoning Requirement. Not open to students who have Distribution: Social and Behavioral Analysis an argument and to use empirical evidence to taken or are taking MATH 220, PSYC 205, POL 199 or Semester: Fall, Spring Unit: 1.0 support or reject a position. Our students develop QR 180. rigorous quantitative skills. Having gained a core Distribution: Social and Behavioral Analysis. Fulfills the ECON 210 Financial Markets understanding of economics and having developed Quantitative Reasoning overlay course requirement. Does Cho not satisfy the laboratory requirement. critical reasoning skills, our majors should be able Semester: Fall, Spring, Summer Unit: 1.0 Overview of financial markets and institutions, to convey their insights in well constructed writ- including stock and bond markets, money mar- ten and oral presentations. ECON 104/WRIT 125 Contemporary kets, derivatives, financial intermediaries, mon- Economic Issues and Policies etary policy, and international currency markets. ECON 101 Principles of Microeconomics Velenchik Prerequisite: 101, 102, and 103 Staf This course is intended for students entering Distribution: Social and Behavioral Analysis Semester: Fall Unit: 1.0 This first course in economics introduces students Wellesley with a background in economics at to the market system. Microeconomics considers the level of AP or IB courses. We will use the ECON 213 International Finance and the decisions of households and firms about what basic principles of economics to analyze, and Macroeconomic Policy to consume and what to produce, and the effi- write about, current economic events and policy Weerapana ciency and equity of market outcomes. Supply and questions. Topics will include how moral hazard This course introduces the study of macroeconom- demand analysis is developed and applied. Policy and asymmetric information contributed to the ics in an open economy. Topics include basic issues include price foors and ceilings, competi- financial crisis of 2008, an evaluation of President features of foreign exchange markets, the structure tion and monopoly, income distribution, and the Obama’s economic stimulus program, and the case of the balance of payments accounts, and the role of government in a market economy. for and against a substantial increase in federal gas effectiveness of macroeconomic policy under fixed taxes. We will leave ample time to discuss what is Prerequisite: Fulfillment of the basic skills component of the and fexible exchange rates and varying degrees Quantitative Reasoning requirement. happening in economic news during the semester. of capital mobility. The course also examines the Distribution: Social and Behavioral Analysis This course satisfies the WRIT 125 requirement and evolution of the international financial system, Semester: Fall, Spring Unit: 1.0 counts as a unit toward the major in Economics. the role of the IMF, the creation of the European Includes a third session each week. Mandatory credit/ Monetary Union and the recent financial crises in ECON 101F Principles of Microeconomics non-credit. East Asia, Russia, and Brazil. NOT OFFERED IN 2011-12. This first course Prerequisite: International Baccalaureate credit in Economics in economics introduces students to the market (a score of 5, 6, or 7) or Advanced Placement Credit (a score Prerequisite: 101 and 102 of 5) in Microeconomics and/or Macroeconomics, and by Distribution: Social and Behavioral Analysis system. Microeconomics considers the decisions of Semester: Fall Unit: 1.0 households and firms about what to consume and permission of the instructor what to produce, and the efficiency and equity of Distribution: Social and Behavioral Analysis Semester: Fall Unit: 1.0

88 Economics ECON 214 Trade Policy how can they be solved? What are the long-term data used to measure them. Topics to be covered Lindauer benefits of early childhood education? The course include regional and national trends in poverty An introduction to international trade in theory uses conceptual insights from microeconomics to and inequality and the formulation and evaluation and practice. Emphasis on the microeconomic understand these and other questions; particular of social policies, especially in the areas of educa- dimensions of trade relations between countries, emphasis is placed on economic interpretation of tion and health. Work in the course will empha- examining why nations engage in international case studies and contemporary policy debates. size the interpretation and use of data. trade and evaluating the benefits and costs of such Prerequisite: 101 and 103 (or [QR 199]) Prerequisite: 101 and 103 activity. Topics to be covered include trade and Distribution: Social and Behavioral Analysis Distribution: Social and Behavioral Analysis Semester: N/O Unit: 1.0 Semester: N/O Unit: 1.0 the welfare of workers in developed and develop- ing nations; arguments for and against trade ECON 228 Environmental and Resource ECON 242 The Information Economy protection; the use of tariffs, quotas and other Economics Danaher trade barriers; and the choice of trade strategies in Keskin What effects are the Internet economy and digital developing economies. This course considers the economic aspects of business having on consumers and firms? How Prerequisite: 101 and 102 resource and environmental issues. After examin- should firms price information goods/media? Distribution: Social and Behavioral Analysis Semester: Spring Unit: 1.0 ing the concepts of externalities, public goods, and Why have rock concert ticket prices doubled in common property resources, we will discuss how just six years time? Why are cable channels sold in ECON 220 Development Economics to measure the cost and benefits of environmental bundles while songs on iTunes are sold individu- Lindauer policy, in order to estimate the socially optimal ally? This course examines how information goods Survey and analysis of problems and circum- level of the environmental good. Applications (like music, TV, books and software) differ from stances of less developed nations. Examination of these tools will be made to air and water pol- other consumption goods, how markets for these of theories of economic growth for poor nations. lution, renewable and nonrenewable resources, goods develop, and how to think strategically Review of policy options and prospects for low and global climate. In addressing each of these about such goods. Topics include network effects, and middle income economies. Specific topics problems we will compare various public policy lock-in, standard setting, product tie-ins, intellec- include: population growth, poverty and income responses such as regulation, marketable permits tual property rights, and online piracy. distribution, foreign aid, and human resource and tax incentives. Prerequisite: 101 and 103 strategies. Prerequisite: 101 Distribution: Social and Behavioral Analysis Distribution: Social and Behavioral Analysis Semester: Fall Unit: 1.0 Prerequisite: 101, 102, 103 recommended. Semester: Spring Unit: 1.0 Distribution: Social and Behavioral Analysis Semester: Spring Unit: 1.0 ECON 243 The Political Economy of Gender, ECON 232 Health Economics Race, and Class ECON 222 Games of Strategy Coile Matthaei Skeath An economic analysis of the health care system NOT OFFERED IN 2011-12. An introduction Should you sell your house at an auction where and its players: government, insurers, health care to radical economic analysis of contemporary, glo- the highest bidder gets the house, but only pays providers, patients. Issues to be studied include balizing capitalism, and of emergent alternatives. the second-highest bid? Should the U.S. govern- demand for medical care, health insurance mar- Analysis of the ways in which gender, race and ment institute a policy of never negotiating with kets, cost controlling insurance plans (HMOs, class are built into core capitalist economic values, terrorists? The effects of decisions in such situa- PPOs, IPAs), government health care programs practices and institutions. Study of the economic tions often depend on how others react to them. (Medicare and Medicaid), variations in medical transformation sought by the feminist, anti- This course introduces some basic concepts and practice, medical malpractice, competition versus racist, anti-class, and environmental movements, insights from the theory of games that can be used regulation, and national health care reform. including the transformation of economic agency to understand any situation in which strategic Prerequisite: 101 from competitive to more solidaristic and socially decisions are made. The course will emphasize Distribution: Social and Behavioral Analysis responsible forms. Investigation of alternative, Semester: Fall Unit: 1.0 applications rather than formal theory. Extensive more egalitarian, “solidarity economy” practices use is made of in-class experiments, examples, and and institutions, such as simple living, socially ECON 238 Economics and Politics cases drawn from business, economics, politics, responsible choice, fair trade, cooperatives, social movies, and current events. NOT OFFERED IN 2011-12. This course will entrepreneurship, and recuperated factories. Prerequisite: 101. Permission of the instructor required. cover the economic issues that will be discussed Prerequisite: 101 or 102 or permission of the instructor Distribution: Social and Behavioral Analysis in the upcoming U.S. presidential election. We Distribution: Social and Behavioral Analysis Semester: Spring Unit: 1.0 will cover the economic forces and the stylized Semester: N/O Unit: 1.0 facts at work behind the major economic issues ECON 223 Personal Finance facing the electorate: health care, income security ECON 250 Research or Individual Study Prerequisite: Open by permission to students who have taken NOT OFFERED IN 2011-12. What should you (welfare), job security, taxes, income distribution, Social Security, trade, and global warming. This 101 and 102. study? How should you invest? These questions Distribution: None require knowledge of both the law and economics course is about the economic analysis of the issues Semester: Fall, Spring Unit: 1.0 of personal finance. The course offers a hands-on and not the politics of the issues. We will compare approach that uses real world prototypes. The and contrast the two candidates’ proposals on each ECON 250H Research or Individual Study of the most pressing economic issues, both in the earning, spending, investing and insuring deci- Prerequisite: Open by permission to students who have taken sions of the prototypes over the course of their short run and in the long run, and attempt, where 101 and 102. lives provides the framework for class discussions. possible, to put them in their proper historical Distribution: None The course incorporates many of the latest devel- perspective. Free trade or fair trade? Flat tax, Semester: Fall, Spring Unit: 0.5 opments in finance. It provides a way of thinking fair tax, death tax? Cap and trade or carbon tax? about personal finance that will be relevant even as Private accounts for Social Security or changes in ECON 301 Advanced Microeconomic Analysis the law and financial markets change. the retirement age? Single payer health care with Skeath a mandate? NOT OFFERED IN 2011-12. Further develop- Prerequisite: 101 and 103 Distribution: Social and Behavioral Analysis Prerequisite: 101 and 102 ment and application of the tools of analysis Semester: N/O Unit: 1.0 Distribution: Social and Behavioral Analysis developed in 201 (Intermediate Micro). Students Semester: N/O Unit: 1.0 will study advanced topics in consumer and pro- ECON 226 Economics of Education Policy ducer theory, particularly addressing the existence ECON 241 Poverty and Inequality in Latin of risk, uncertainty, asymmetric information and NOT OFFERED IN 2011-12. Applies micro- America economic analysis to important questions in noncompetitive market structures. Other areas to education policy. Should private school vouchers NOT OFFERED IN 2011-12. Survey of eco- be covered include general-equilibrium analysis, be implemented? Are there teacher shortages and nomic development in the Latin American region, game theory, and prospect theory. focusing upon poverty and inequality and the

89 Economics Prerequisite: 201. MATH 205 recommended. supply, externalities and public goods, and social Prerequisite: 201 Distribution: Social and Behavioral Analysis insurance programs such as social security and Distribution: Social and Behavioral Analysis Semester: N/O Unit: 1.0 unemployment insurance. Semester: Fall Unit: 1.0 ECON 302 Advanced Macroeconomics Prerequisite: 201 and 203 ECON 318 Economic Analysis of Social Policy Distribution: Social and Behavioral Analysis Weerapana Semester: N/O Unit: 1.0 Levine In this course, students will learn about, and This course uses economic analysis to evaluate apply, mathematical techniques and econometric ECON 311 Economics of Immigration important social policy issues in the U.S., focusing tools from doing macroeconomic analysis. In Butcher on the role of government in shaping social policy terms of mathematical preparation students are This course examines the economic causes and and its impact on individuals. Does welfare make expected to have a good knowledge of calculus consequences of international migration, both people work less or have more children? Why is and will be introduced to relevant topics in linear historically and in the present, with a focus on the teenage birthrate so high, and how might it algebra, differential equations, and dynamic the U.S. experience. We explore changes in immi- be lowered? How do fertility patterns respond to optimization. In terms of econometrics, students gration law over time and the political debates changes in abortion policy? Theoretical models will learn about time-series econometrics and surrounding immigration in the past and present. and econometric evidence will be used to investi- vector auto-regressions. Economic applications Topics include: the effect of immigrants on the gate these and other issues. will include economic growth, search models wages of the native born, immigrants’ use of Prerequisite: 201 and 203 of unemployment, New Keynesian models for welfare and other social services and immigrants’ Distribution: Social and Behavioral Analysis macroeconomic policy evaluation and dynamic involvement in crime and their treatment in the Semester: Fall Unit: 1.0 stochastic general equilibrium models. criminal justice system. In each case, students will ECON 319 Economics of Disease and Prerequisite: 201, 202, 203 and MATH 205 discuss the popular perception, the theory, and Destruction Distribution: Social and Behavioral Analysis the empirical evidence, with a focus on the public Semester: Spring Unit: 1.0 policy alternatives for dealing with each issue. NOT OFFERED IN 2011-12. Diseases, wars, and disasters exert important infuence on ECON 303 Advanced Econometrics Prerequisite: 201 and 203 Distribution: Social and Behavioral Analysis economies. In this course students analyze the Fetter Semester: Spring Unit: 1.0 effects of factors such as malaria, HIV/Aids, This course will develop students’ understand- Chagas, drought, and civil war on the economies ing of causal inference in cutting-edge empirical ECON 312 Economics of Globalization of developed and developing countries. Both the research. Students will develop tools for their Joyce effects of disease and destruction on outcomes and own work and enhance their ability to critically The process of globalization has aroused great how economics can shape policy reactions will evaluate research in the social sciences. How controversy. This course examines the reasons be considered, with a special emphasis on careful should a researcher approach an empirical ques- for the integration across borders of the markets empirical estimation of cause and effect. Examples tion? How should a policy-maker evaluate the in goods and the factors of production, and the will come from historical and recent episodes impact of a program? Topics include randomized consequences of these trends. In the first part of around the world. experiments, instrumental variables, panel data, the course we discuss the meanings, measurement Prerequisite: 201, 202 and 203 and regression discontinuity designs. Applications and history of globalization. We then investigate Distribution: Social and Behavioral Analysis will emphasize research on the frontier of applied the rationale and record of international trade, the Semester: N/O Unit: 1.0 microeconomics. immigration of labor and global financial fows. Prerequisite: 201, 203, MATH 205, MATH 206 We examine issues related to international public ECON 320 Economic Development recommended goods, and the need for collective solutions to Shastry Distribution: Social and Behavioral Analysis This course examines what factors help to explain Semester: Fall Unit: 1.0 such global problems as pandemics and pollution. We also investigate the records of international why some countries are rich and others poor and whether economic policies can affect these ECON 306 Economic Organizations in U. S. governmental organizations. outcomes. We will study key aspects of life for History Prerequisite: 201 Distribution: Social and Behavioral Analysis poor households in the developing world, such as NOT OFFERED IN 2011-12. This course will Semester: Fall Unit: 1.0 inequality, gender, and the intra-household divi- use the insights of organization theory to analyze sion of resources, education, child labor, health, the development of the U.S. economy. The main ECON 313 Seminar. International savings and credit, institutions and globalization. topics to be examined will include: the evolution Macroeconomics Students will study recent research in the field and of the U.S. banking and financial system, and the Joyce examine empirical evidence on these topics. institutional changes underlying each phase of Theory and policy of macroeconomic adjustment Prerequisite: 201 and 203 its development; the contractual foundations of in the open economy. Topics to be covered include Distribution: Social and Behavioral Analysis business organizations, and the choice between models of exchange-rate determination, the choice Semester: Fall Unit: 1.0 partnerships and the corporate form; the rise of between fixed and foating exchange rates, mone- big business and the great merger wave of the tary union, policy effectiveness in open economies ECON 321 Money and Banking 1890s, and the legal changes that made these under different exchange rate regimes, and adjust- NOT OFFERED IN 2011-12. From the developments possible; and the regulatory innova- ment to balance-of-payments disequilibria. subprime mortgage crisis in the U.S. to the tions of the Securities and Exchange Commission Prerequisite: 202 and 203 hyperinfation in Zimbabwe, financial markets in the 1930s. The course will employ a variety of Distribution: Social and Behavioral Analysis play a pivotal role in every economy. This course sophisticated theoretical and empirical methods Semester: Spring Unit: 1.0 examines the role of money and banking in deter- in analyzing these developments, and will present mining economic outcomes. What is money, and them in comparative international perspective. ECON 314 Advanced International Trade what role do central banks (the Federal Reserve in Prerequisite: 201, 202 and 203 Le Brun the U.S.) play in its creation? How can monetary Distribution: Historical Studies or Social and Behavioral This course analyzes the causes and consequences policy stimulate or retard economic growth, and Analysis of international trade. The theory of international Semester: N/O Unit: 1.0 what role might regulation play in preventing trade and the effects of trade policy tools are devel- crises in financial markets? The course will employ oped in both perfect and imperfect competition, ECON 310 Public Economics the tools learned in intermediate theory courses with reference to the empirical evidence. This to understand the complex interactions of market Coile framework serves as context for the consideration NOT OFFERED IN 2011-12. This course forces and financial institutions in the U.S. and of several important issues: the effect of trade on global economy. explores the reasons for government intervention income inequality, the relationship between trade Prerequisites: 201 and 202 in the economy and the responses of households and the environment, the importance the World and firms to the government’s actions. Economic Distribution: Social and Behavioral Analysis Trade Organization, strategic trade policy, the role Semester: N/O Unit: 1.0 models and empirical research are used to ana- of trade in developing countries, and the effects of lyze tax policies and spending programs. Topics free trade agreements. include the effect of taxes on savings and labor

90 Economics ECON 322 Strategy and Information school accountability, private-school vouchers, and ECON 335 Seminar. Economic Journalism Rothschild policies toward teacher labor markets. Students Lindauer How do individuals and groups make decisions? will conduct extensive empirical analysis of educa- NOT OFFERED IN 2011-12. Students will The core of the course is traditional game theory: tion data. combine their knowledge of economics, including the formal study of the choices and outcomes that Prerequisite: 201 and 203 macro, micro and econometrics, with their skills emerge in multi-person strategic settings. Game Distribution: Social and Behavioral Analysis at exposition, in order to address current eco- Semester: Fall Unit: 1.0 theoretic concepts such as Nash equilibrium, nomic issues in a journalistic format. Students will rationalizability, backwards induction, sequential conduct independent research to produce weekly ECON 329 Labor Economics equilibrium, and common knowledge are moti- articles. Assignments may include coverage of Le Brun vated by and critiqued using applications drawn economic addresses, book reviews, recent journal The course will use economic models and empiri- from education policy, macroeconomic policy, articles, and interviews with academic economists. cal research to analyze labor markets. The main business strategy, terrorism risk mitigation, and Class sessions will be organized as workshops topics include the determinants of the supply of good old-fashioned parlor games. devoted to critiquing the economic content of labor, the demand for labor, unemployment, and student work. Enrollment limited to 10. Prerequisite: 201 and 103 or equivalent (MATH 220 or wage differentials across workers. Students will PSYC 205). MATH 205 recommended. explore the wage gap between men and women, Prerequisite: 201, 202, and 203 Distribution: Social and Behavioral Analysis Distribution: Social and Behavioral Analysis Semester: Spring Unit: 1.0 the effects of immigration on the U.S. labor mar- Semester: N/O Unit: 1.0 ket, and the effects of labor unions. ECON 323 Finance Theory and Applications Prerequisite: 201 and 203 ECON 341 Industrial Organization Distribution: Social and Behavioral Analysis Danaher NOT OFFERED IN 2011-12. This course Semester: Spring Unit: 1.0 provides a rigorous treatment of financing and This course uses applied microeconomic theory to study the relationships between firm conduct, capital budgeting decisions within firms. Topics ECON 332 Advanced Health Economics include: financial statement analysis; strategies market structure and industry performance. and analytical methods for the evaluation of NOT OFFERED IN 2011-12. This course Topics include monopoly power and imperfect investment projects; capital structure and dividend applies microeconomics to issues in health, medi- competition, price discrimination, product dif- policy decisions; risk, return, and the valuation cal care, and health insurance. Emphasis is placed ferentiation, firm entry/exit, advertising, and of financial instruments; and management incen- on policy-relevant empirical research. Topics standard setting. The course will introduce the tive structures. Risk management and the use of include the impact of health insurance on health, possibility that free markets may not produce the derivatives will also be considered. the interaction between health insurance and the socially optimal set of products. Emphasis will be labor market, the government’s role in health care, Prerequisite: 201 and 203 divided equally between the strategic implications Distribution: Social and Behavioral Analysis the economics of medical provider reimburse- of the models and the policy implications. Semester: N/O Unit: 1.0 ment, and the effects of medical malpractice Prerequisite: 201 policy. Distribution: Social and Behavioral Analysis ECON 324 Behavioral and Experimental Prerequisite: 201 and 203 Semester: Spring Unit: 1.0 Economics Distribution: Social and Behavioral Analysis Saka Semester: N/O Unit: 1.0 ECON 343 Seminar. Feminist Economics Why do people give to charity? What can be done Matthaei to convince more people to save in retirement ECON 333 Economic Growth NOT OFFERED IN 2011-12. An exploration plans? This course explores these and other ques- Switala of the diverse field of feminist economics that tions by introducing psychological phenomena This course studies differences in living standards critically analyzes both economic theory and into standard models of economics. Evidence and economic growth across countries. It focuses economic life through the lens of gender and from in-class experiments, real-world examples, on both the historical experience of countries advocates various forms of feminist economic and field and laboratory data is used to illustrate that are currently rich and the process of catch- transformation. Areas of focus include: economic the ways in which actual behavior deviates from up among poor countries. Topics include the analysis of gender differences and inequality in the the classical assumptions of perfect rationality and accumulation of physical and human capital, family and in the labor market; feminist critiques narrow self-interest. population growth, technological change, trade, of current economic institutions and policies, and geography, institutions, and inequality. Theoretical Prerequisites: 201 and 203 suggested alternatives; and feminist critiques of Distribution: Social and Behavioral Analysis models and econometric evidence will be used to economic theory and methodology. Semester: Fall Unit: 1.0 study these issues. Prerequisite: 201, 202 Prerequisite: 202 and 203 Distribution: Social and Behavioral Analysis ECON 325 Law and Economics Distribution: Social and Behavioral Analysis Semester: N/O Unit: 1.0 Semester: Spring Unit: 1.0 NOT OFFERED IN 2011-12. Economic analy- ECON 350 Research or Individual Study sis of legal rules and institutions. Application of ECON 334 Domestic Macroeconomic Policy economic theory and empirical methods to the Prerequisite: Open by permission to juniors and seniors Sichel who have taken 201 and 202; 203 strongly recommended; central institutions of the legal system including This course will examine domestic macroeco- one 300-level elective recommended. 350 students will be the common law doctrines of negligence, contract, nomic policy from both an analytic and practical expected to attend a weekly research seminar. and property as well as civil, criminal, administra- perspective. For both fiscal and monetary policy, Distribution: None tive procedure and family law. The course will the course will investigate the economics of how Semester: Fall, Spring Unit: 1.0 contrast economic and noneconomic theories of policy is meant to work, the process by which ECON 360 Senior Thesis Research law and will address the strengths and limitations policy is made, and the evidence of its effective- of the economic approach to law. ness. The class also will include a policy simulation Students writing a senior honors thesis will be Prerequisite: 201 and 203 exercise to provide insights into the challenges expected to attend a weekly research seminar. Distribution: Social and Behavioral Analysis faced by decision makers. This course will develop Prerequisite: One 300-level course strongly recommended. Semester: N/O Unit: 1.0 expertise needed to critically evaluate debates By permission of department. See Academic Distinctions. about macroeconomic policy, including stimulus Distribution: None ECON 326 Seminar. Advanced Economics of Semester: Fall, Spring Unit: 1.0 Education spending, balancing the federal budget, and the actions taken by the Federal Reserve during the McEwan ECON 370 Senior Thesis Great Recession. This course applies modern econometric methods Prerequisite: 360 and permission of department. Prerequisite: 202 and 203. and evaluation design to the analysis of contem- Distribution: None Distribution: Social and Behavioral Analysis Semester: Fall, Spring Unit: 1.0 porary issues in education policy. Methods include Semester: Fall Unit: 1.0 randomized experiments, regression-discontinuity analysis, and the use of panel data. Issues include

91 Economics ECON 380 Economics Research Seminar Requirements for the Minor Department of Education Butcher The economics minor is recommended for stu- A seminar for senior economics majors engaged dents wishing to develop competence in econom- Professor: Beatty (Chair) in independent research. Students will learn about ics in preparation for work or graduate study in Assistant Professor: Hong the use of empirical techniques in economics, area studies, business, international relations, law, including the opportunity to engage with the Senior Lecturer: Hawes public administration, public health, or other research of prominent economists, who present such professions. The minor consists of 101, 102 Lecturer: Tutin their work at the Calderwood and Goldman and 103, plus two additional 200-level units, Visiting Lecturer: Shalaby seminars hosted by the department. Students ordinarily excluding 201, 202 and 203. A student will also present and discuss their own research Associate in Education: Denis Cleary (History wishing to add the economics minor to the major at weekly meetings. Students may not accumulate Teacher, Concord Carlisle High School); Chari in another field should consult a faculty advisor in more than 0.5 credit for this course. Mandatory Dalsheim (Elementary Teacher, Heath School, economics. Students who have completed MATH credit/noncredit. Brookline); Jennifer Friedman (Literacy Coach, 220 or PSYC 205 need not complete ECON 103 Boston Public Schools); Reen Gibb (Science Teacher, Prerequisite: Limited to senior Economics majors doing but must take an additional economics elective to independent research. Westwood High School); David Gotthelf (Newton Distribution: Social and Behavioral Analysis complete the minor. Public Schools); Heather Haskell, (Elementary Semester: Fall, Spring Unit: 0.5 Students are urged to supplement their major or Teacher, Hunnewell School, Wellesley); Wendy minor program in economics with related courses Huang (MIT Teacher Education Program Manager); Related Courses from other disciplines in the liberal arts, such as Inna Kantor London, (English Teacher, Framingham history, mathematics, philosophy, political science, High School) Attention Called and sociology. Education is at the center of social and personal MATH 115 Calculus I life. Its study is necessarily interdisciplinary. We Honors offer a variety of courses, each one with its own MATH 203 Mathematical Tools for economics distinct intellectual challenge, but all seeking to and Finance (Summer School only) The department offers majors two programs for connect different points of view, whether the pursuing departmental honors. Under program I, course is focused on urban education, school Requirements for the Major students complete two semesters of independent reform, diversity, policy, history, research, child research (360 and 370) culminating in an honors welfare, or learning to teach. We invite students to The economics major consists of a minimum of thesis. Under program II, a student completes one try a single course (many different first courses are nine units. The major must include core course- semester of independent research (350) related to possible) and to consider one of the two minors work in microeconomics (ECON 101 and 201), previous 300-level coursework, and then submits we offer, the Teacher Education and Education macroeconomics (102 and 202), and statistics to an examination in economics that includes the Studies minor. (103 and 203), as well as at least two 300-level topic covered in her research project. Ordinarily, units (ordinarily not counting 350, 360 or 370). a student is expected to complete all of the core Goals for the Minor A minimum of two 300-level courses must be coursework and one 300-level course before ••Teacher Education minors will acquire the taken at Wellesley unless a student has completed enrolling in the honors program. Admission to the knowledge and skills needed to be teachers of 300-level work in economics at MIT; in such a honors program requires students to have a GPA their subject(s) with students in elementary, case, only one 300-level course needs to be taken of 3.5 or higher in their economics courses above middle, or high schools. They will become able at Wellesley. the 100 level. All honors candidates are expected to collaborate, to refect on and discuss critically Students who have completed MATH 220 or to participate in the economics research seminar. their teaching and the situation of their students, PSYC 205 need not complete ECON 103, but and to learn from further experience and study. must take an additional economics elective to Transfer Credit ••Education Studies minors will acquire a multi- complete the major. faceted, critical perspective on education in a In order to obtain credit for any economics course variety of time periods and settings, including Choosing courses to complete the major requires taken at another institution during the summer careful thought. All majors should choose an advi- urban ones, and on policy issues and methods of or academic year, approval must be obtained in educational research. They will be ready to con- sor and consult him/her regularly. Students are advance from the department’s transfer credit also advised to consult the department handbook, tinue learning through further study, discussion, advisor. In general, courses from two-year colleges and refection. which deals with a variety of topics including will not be accepted at any level. Courses taken preparation in mathematics, desirable courses for elsewhere normally will not be transferred at the those interested in graduate study in economics, 300 level. ECON 201, 202, and 203 ordinarily EDUC 102/WRIT 125 Education in and complementary courses outside economics. should be taken at Wellesley. Transfer students Philosophical Perspective Calculus, along with several other mathematical wishing to obtain transfer credit for economics Hawes tools, is central to the discipline. Beginning with courses taken prior to enrollment at Wellesley This course is guided by questions such as: What students entering Wellesley in fall of 2007, one should contact the department’s transfer credit is a good education? What is its dependence on semester of mathematics at Wellesley at the level advisor. culture, context, and aims? What perspectives of 115 or above is required for all ECON 201, on teaching and learning are most helpful? How 202 and 203 sections. Students who entered can we get reliable knowledge of good education? the College in 2006 or before may fulfill the Advanced Placement Policy We will use the works of earlier writers (e.g., mathematics requirement with MATH 115 or Students who enter with Advanced Placement Confucius, Plato, and Dewey) and contemporary its equivalent. We encourage students to consult credit in microeconomics or macroeconomics writers in our investigations. This course satisfies the a departmental advisor about whether additional may choose to repeat the courses covered by the WRIT 125 requirement and counts as a unit toward mathematics courses might be desirable. Students AP credit (in which case the credit is forfeited) or the Teacher Education or Education Studies minor. interested in economics and its applications in proceed to the remaining half of the introductory Includes a third session each week. international relations might want to consider sequence (for those with one unit of AP credit) or Prerequisite: None. Open only to first-year students. the interdepartmental major in International to a 200-level elective (for those with two units Distribution: Epistemology and Cognition Relations-Economics listed under International of AP credit). Students who have AP or IB credit Semester: Spring Unit: 1.0 Relations in this bulletin. in statistics should consult the department chair EDUC 117 First-year Seminar: Diversity in regarding enrollment in 103. We recommend Education seeking advice from the department on how to proceed, particularly for students contemplating a Hong 200-level course in their first semester. AP credits This course will introduce students to the com- do not count toward the minimum major or plex, multifaceted issues shaping diversity in minor in economics. educational settings. Students will examine various theoretical approaches such as multiculturalism,

92 Education culturally relevant pedagogy, inclusion, and critical EDUC 216 Education and Social Policy EDUC 303 Practicum. Curriculum and pedagogy that shape and inform how educational Hawes, Hong Supervised Teaching institutions address diversity. We will discuss An examination of education policy in recent Shalaby, Hawes diversity across multiple perspectives—race, decades as well as the social, political, and eco- Observation, supervised teaching, and curriculum class, culture, ethnicity, sexuality, and disabil- nomic forces that have shaped those policies over development in students’ teaching fields through- ity—promoting broad and expansive conceptions the years. We will analyze the different—and out the semester. Attendance at an appropriate of diversity. Because a greater understanding of sometimes conficting—goals, motivations, and school placement required. Note: Open to students diversity often comes from personal experiences outcomes of educational policies. Who designs seeking substantial observation and teaching experi- and relationships built across difference (e.g., race, educational policy and for whom? Whose interests ence in a school, mandatory for students seeking class, ethnicity), this seminar will also require stu- are served and whose interests are unmet? Using a teacher certification; students should contact the dent participation in an urban educational setting case study approach, we will discuss major topics instructor either before or soon after registration through the partnership with a Cambridge-based of debate in American education, including equal to plan their field placement. Mandatory credit/ educational organization. Through the shared educational opportunity, school desegregation, noncredit. field-based experience, students will forge connec- bilingual education, school choice, and education Prerequisite: Students seeking teacher certification must tions between what they read and discuss in the standards and testing. apply to the department for admission to this course in the seminar with what they see and experience in the Prerequisite: None semester before it is taken; other students should contact the field.Mandatory credit/noncredit. Distribution: Social and Behavioral Analysis instructor either before or soon after registration to plan their Prerequisite: None. Open to first-year students only. Semester: Fall, Spring Unit: 1.0 field placement. Distribution: Social and Behavioral Analysis Corequisite: 302, and 305 for students interested in working Semester: Spring Unit: 1.0 with elementary or preschool students. EDUC 250 Research or Individual Study Distribution: Social and Behavioral Analysis Prerequisite: Permission of the instructor. Semester: Spring Unit: 1.0 EDUC 212 Seminar. History of American Distribution: None Education Semester: Fall, Spring Unit: 1.0 EDUC 304 Curriculum and Instruction in Beatty Elementary Education An intensive study of the role that education has EDUC 250H Research or Individual Study Dalsheim, Friedman, Haskell, Shalaby, Tutin played in American society and of the evolution Prerequisite: Permission of the instructor. A seminar taught by a team of experienced of support and expectations for public schools. Distribution: None teachers. This course focuses on curriculum We will examine how schools have served the Semester: Fall, Spring Unit: 0.5 development, planning, instruction and assess- needs of immigrants, and students from different ment in elementary school classrooms. Additional gender, racial, ethnic, social class, and religious EDUC 300 Teaching and Curriculum in laboratory periods for teaching presentations and backgrounds. We will focus on the education of Middle School and High School an accompanying field placement are required. teachers, the organization of urban school systems, Hawes Note: Open to all students, mandatory only for those the growth of high schools and preschools, and An intensive study of the knowledge and skills seeking elementary education certification; students attempts to reform schools and the curriculum. required in classroom teaching, including curricu- should contact the instructor either before or soon Prerequisite: None lum development, planning, instruction, testing, after registration to plan their field placement. Distribution: Historical Studies and assessment. We will focus especially on class- Semester: Fall Unit: 1.0 Prerequisite or Corequisite: 310 or 314 or by permission of rooms as learning environments and on teacher instructor. understanding of student academic development. Distribution: Epistemology and Cognition EDUC 213 Seminar. Social, Emotional, and Additional laboratory periods for teaching presen- Semester: Fall Unit: 1.0 Civic Learning in Schools tations and an accompanying field placement are NOT OFFERED 2011-2012. This seminar will required. Note: Open to all students, mandatory for EDUC 305 Curriculum, Instruction and examine how social, emotional, and academic those seeking middle-school or high-school certifica- Special Needs in Elementary Education learning are intertwined; how social-emotional tion; students should contact the instructor either Dalsheim, Friedman, Haskell, Shalaby, Tutin learning is correlated with civic participation and before or soon after registration to plan their field A seminar taught by a team of experienced teach- responsibility; and how educators have a criti- placement. ers. A continuation of EDUC 304, this course cal role in the promotion of such competencies Prerequisite: One of 102, 117, 212, 215, 216, [218], PSYC focuses on curriculum materials and instructional in K-12 schools. We will study the connection 248, PSYC 321, or MIT 11.124 or other approved course or methods used in elementary school classrooms. between social-emotional skills and school climate by permission of instructor. Strategies for behavior management for dealing Distribution: Epistemology and Cognition with students with disabilities and special needs, and explore distinguishing developmental features Semester: Fall Unit: 1.0 of social, emotional, and civic learning at the and for working with parents and the community elementary, middle, and high school level. We will EDUC 302 Seminar. Methods and Materials of will be addressed, along with other classroom and look at evidence-based, social-emotional practices Teaching curricular issues. Accompanying field placement is required. Note: Open to all students, mandatory and programs in a range of urban and suburban Shalaby, Hawes for those seeking elementary education certification; schools. Study and observation of teaching techniques, students should contact the instructor either before or Prerequisite: None the role of the teacher, classroom interaction, soon after registration to plan their field placement. Distribution: Social and Behavioral Analysis and individual and group learning. Examination Semester: N/O Unit: 1.0 of curriculum materials and classroom practice Prerequisite: 304 or by permission of instructor. Distribution: Epistemology and Cognition EDUC 215 Understanding and Improving in specific teaching fields. Students interested in Semester: Spring Unit: 1.0 Schools working with middle- or high-school students should enroll in section 302-01; students inter- Shalaby EDUC 308 Seminar. World Languages ested in working with elementary or preschool Study of what goes into the making of good Methodology students should enroll in section 302-02. Note: schools in a variety of settings, including urban Renjilian-Burgy (Spanish) Open to students seeking teacher certification or public schools. Examination of what we mean A course in the pedagogical methods of foreign substantial observation and teaching experience in by “a good school,” in terms of both aims and languages intended to apply to any foreign a school, mandatory for students seeking teacher practices, of how a school and its curriculum are language and to teaching English as a Second certification; students should contact the instructor experienced by its students, and of how a school’s Language; emphasizes the interdependence of the either before or soon after registration to plan their culture and social relationships are created. We four language skills—listening, speaking, reading, field placement. will use case studies of different kinds of people writing; introduces students to a theoretical study working to improve schools, including teachers, Prerequisite: 300 or 304 or by permission of instructor. of linguistic and psychological issues necessary to Corequisite: 303, and 305 for students interested in working evaluate new ways of presenting language mate- principals, education advocates, and researchers. with elementary or preschool students. Fieldwork will be an integral part of the course. Distribution: Social and Behavioral Analysis rial. This seminar will focus on selected texts and Prerequisite: None Semester: Spring Unit: 1.0 readings on the methodology of world-language Distribution: Social and Behavioral Analysis teaching. Semester: Fall Unit: 1.0

93 Education Prerequisite: Open to sophomores, juniors and seniors. EDUC 320 Observation and Fieldwork Prerequisite: One 200-level education course or one 200- Distribution: Social and Behavioral Analysis level American politics course. Semester: Fall Unit: 1.0 Hawes, Shalaby Distribution: Social and Behavioral Analysis Observation and fieldwork in educational settings. Semester: N/O Unit: 1.0 EDUC 310 Seminar. Child Literacy and the This course may serve to complete the require- Teaching of Reading ment of documented introductory field experienc- EDUC 350 Research or Individual Study Tutin es of satisfactory quality and duration necessary Prerequisite: Open to juniors and seniors by permission of An examination of how children learn to read, for teacher certification. Arrangements may be instructor. acquire reading, writing, and oral language skills, made for observation and tutoring in various types Distribution: None Semester: Fall, Spring Unit: 1.0 and how this relates to cognition. We will focus on of educational programs; at least one urban field current research and practice in literacy develop- experience is required. Mandatory credit/noncredit. EDUC 350H Research or Individual Study ment for elementary-age children. Oral language, Prerequisite: 300 or 304. Open only to students who plan to reading processes, assessment using a variety of student teach. Permission of instructor required. Prerequisite: By permission of instructor. Distribution: None techniques, phonemic awareness, phonics, and Distribution: Social and Behavioral Analysis Semester: Fall, Spring Unit: 1.0 Semester: Fall, Spring Unit: 0.5 comprehension strategies will be addressed; a weekly field placement experience is required. We EDUC 325 Seminar. English as a Second Courses for Credit Toward will study reading instruction across content areas Language: Pedagogy, Theory, and Practice and teaching strategies that address the needs of a Renjilian-Burgy (Spanish) the Minor diverse population of learners, including students NOT OFFERED 2011-12. An intensive study at-risk, second-language learners, and students of the pedagogy of English as a Second Language. AMST 101 Introduction to American Studies with special needs. This course is structured to Through readings, classroom activities, and ECON 226 Economics of Education Policy support students pursuing elementary education observation, we will examine how to teach English ECON 326 Seminar. Advanced Economics of certification, but is open to all students. Priority to speakers of other languages. This seminar will Education will be given to elementary education students if provide an analysis of the theory and teaching the course is over-enrolled. practices of English as a Second Language, as well POLI 212 Urban Politics Prerequisite: Open to sophomores, juniors and seniors. One as an examination of how culture affects second- POLI 315 Public Policy and Analysis 100- or 200- level course in Education or by permission of language learning. Fieldwork in a language teach- instructor. PSYC 207 Developmental Psychology Distribution: Epistemology and Cognition ing program is required. Semester: Fall, Spring Unit: 1.0 Prerequisites: Open to sophomores, juniors, and seniors. PSYC 208 Adolescence Distribution: Epistemology and Cognition PSYC 321 EDUC 312 Seminar. History of Childhood and Semester: N/O Unit: 1.0 Community Psychology with Child Welfare Wintersession Applied Research Beatty EDUC 335 Seminar. Urban Education PSYC 326 Seminar. Child and Adolescent An exploration of the construction of childhood Hong Psychopathology An intensive examination of urban education as a social concept and of changes in concepts PSYC 333 Clinical and Educational Assessment of childhood in America. We will examine the reform and urban schools, with emphasis on how emerging role of the state in assuming responsi- the context of cities affects education and on QR 180 Statistical Analysis of Education Issues bilities for child rearing, education, and child wel- some of the challenges faced by urban teachers, fare. We will study the history of how institutions students, and parents, such as poverty, race- and Requirements for the Minor and social policies have attempted to shape the class-based segregation, linguistic barriers, immi- lives of children of differing genders, economic, gration, and inequities in school quality. Through The education department offers two minors (but racial, cultural, and ethnic backgrounds; the the study of foundational educational texts and no major), one in Teacher Education and one in impact of media; and the development of chil- urban contexts such as Chicago, Boston, and Education Studies. The minors offer opportuni- dren’s material culture. Newark NJ, we will focus on economic, political, ties to explore teaching and education, from the Prerequisite: Open to sophomores, juniors, and seniors. social, and cultural aspects of urban school reform, perspective of a classroom teacher or as a field of Distribution: Historical Studies including the reproduction of inequality, school study. Students may choose to focus on urban Semester: Spring Unit: 1.0 governance, parent involvement, the relationship education within either minor. between schools and communities, and urban Teacher Education EDUC 314 Learning and Teaching teacher education. Fieldwork in an urban setting We prepare teachers to teach in a variety of urban Mathematics: Content, Cognition, and is required. and suburban schools with diverse students. Pedagogy Prerequisites: 212, 215, or 216; permission of instructor Grounded in the liberal arts, each Wellesley or Shalaby, Polito (Quantitative Reasoning), Dalsheim required. MIT student in our program receives careful indi- An examination of how adults and elementary- Distribution: Social and Behavioral Analysis Semester: Fall Unit: 1.0 vidual attention in the process of discovering how school students learn basic mathematics content, her/his own special gifts can be used in the chal- specifically: number and operations, functions EDUC 339/POL1 339S Seminar. The Politics lenging work of teaching. Our students take intro- and algebra, geometry and measurement, and of Urban Public Schools ductory courses in educational philosophy, history, statistics and probability. We will simultaneously or policy, and then do course work in curriculum, study our own cognition as we learn mathematical NOT OFFERED IN 2011-12. This seminar instruction, assessment, and specific methods for concepts and principles, children’s cognition as examines recurrent issues in public school teaching reading and elementary school subjects they learn mathematics, and how mathematics can management and governance. Critical questions or middle and high school subjects. They do be taught to children in classroom settings. Taught include the changing demographics of inner-city fieldwork, including tutoring and after school by a team of Wellesley College faculty with back- schools, the evolving role of school boards, big programs in urban and suburban settings and a grounds in mathematics, quantitative reasoning, city mayors, urban superintendents, teachers teaching internship in urban or suburban schools. and education, and a school mathematics special- unions, and school finance. We will discuss alter- Students who wish to be licensed to teach high ist and teacher. Weekly fieldwork of 90 minutes in natives to public schools (parochial, private, and school (grades 8–12), middle school (grades 5–8), an elementary classroom is required. charter schools), high-stakes testing, and district- state relations. The seminar will also analyze or elementary school (grades 1–6) should obtain Prerequisite: One education course the department’s description of the requirements. Distribution: Epistemology and Cognition the increasing intervention of state and federal Semester: Fall Unit: 1.0 governments in local school administration and Generally, the program requires students to take the role of the courts in curriculum controversies, specific subject-matter courses within their teach- student life, and security. Students may register for ing fields along with four to seven education and either EDUC 339 or POL1 339S and credit will be psychology courses, two of which are the teaching granted accordingly. practicum (303) and accompanying seminar

94 Education (302). If students are not able to register for AMST 101, ECON 226 or 326, QR 180, POLI required introductory courses, they should consult 212 or 315, or PSYC 207, 208, 321, 326, or 333. Department of English with the department about alternatives. Note: Not all of these courses are ofered every year; Professor: Bidart A2, Cain, Ko, Lynch, Meyer A2, some may be limited to majors in these fields. At least In addition, teacher certification requires field- Noggle (Chair), Peltason, Rosenwald, Sabin, Shetley work prior to the teaching practicum (internship). one 300-level education course must be included. Newhouse Visiting Professor: Als Students enrolled in EDUC 303 (Practicum) may register for EDUC 320, but are not required to Title II Information Associate Professor: Brogan, Chiasson, Hickey, Lee, do so. Rodensky, Tyler As required by Title II of the Higher Education Assistant Professor: Ford, Wall-Randell A We encourage you to talk with us to learn about Act of the United States, we provide the following program options. Early planning is preferable, but information. The number of students enrolled in Instructor: Sergi we will also be glad to discuss teaching program our state-approved teacher education programs Senior Lecturer: Cezair-Thompson, Sides possibilities with you at any point. Students may during academic year 2009-10 was 13. The num- Director of Creative Writing: Sides register for a minor beginning in the spring of the ber of these students who continued into student sophomore year, but a minor is not required for teaching was 13. The number who completed all Honors Coordinator: Brogan teacher licensure. With the exception of 302, 303, requirements of the program was 13. The student/ English, as a discipline, stresses the intensive study and 320 the department’s courses are designed for faculty ratio for supervised student teaching was of writers and their works in literary, cultural, and all students, not simply for those planning a career 3.25:1. The average number of required hours of historical contexts. It is keyed to the appreciation in public or private school teaching. Students student teaching is 360 (12 weeks of at least 30 and analysis of literary language, through which seeking preparation in teaching but not certifica- hours per week). The minimum required is 300. writers compose and organize their poems, stories, tion should discuss special arrangements with Ken The pass rates for our students on the novels, plays, and essays. We offer a wide range Hawes (high school or middle school) or Bernice of courses: introductory courses in literary skills; Speiser (elementary school or preschool). Massachusetts Tests for Education Licensure are: 1.) Basic skills: a.) Reading 100%; b.) Writing more advanced courses in infuential writers, his- The Teacher Education minor consists of: 100%; Basic skills aggregate (a & b. combined) torical periods, and themes in English, American, (A) One of 102 or 117 or 212 or 215 or 216 or 100%; 2.) Academic content areas: Aggregate and world literatures in English; and numerous [313] or 325 or [334] or 335, or PSYC 321 or 100%. Summary (1.& 2. Combined) pass rate courses in creative writing, including screenwrit- MIT 11.124 or other approved course; (B) One 100%. ing and creative nonfiction. of PSYC 207 or 208, and (C) 300, 302, and 303. Our course offerings strike a balance between For students seeking elementary certification, 304, great authors of past centuries and emerging 305, 310, and 314 are required instead of 300. fields of study. We teach courses on writers such Education Studies as Shakespeare, Milton, Jane Austen, and James We also offer courses that extend students’ knowl- Joyce, and on Asian American literature, writers edge of education as a field of study. Students from the Indian subcontinent, and film. We stress in Education Studies may wish to examine the analysis and argument in paper-writing, critical origins of education and child welfare practices, thinking, and literary research, and we foster and the role of schools in society and communities, develop a deep, complex, passionate response to school reform, questions of educational theory or literature. research, and the relation of education to social Goals for the Major problems more generally. Students may structure the minor to include one or two courses in other ••In short, the Wellesley English department seeks fields, including American Studies or the econom- to acquaint all its majors with the following ics, history, politics, sociology, or psychology of bodies of knowledge and to develop in them the education as listed below. following abilities: Students interested in urban education should ••A knowledge of English literary history, includ- take courses in education policy, school improve- ing both the canonical works of the past and ment, or history of education, all of which deal to works from emerging traditions; some extent with urban issues; the urban educa- ••Familiarity with critical methodologies generally tion seminar; and, if possible, courses on diversity employed in the discipline of literary studies; and English as a Second Language. Courses on ••An ability to write with clarity, originality, and child literacy and teaching mathematics may also style; be helpful for students considering going into urban education. Students interested in education ••An ability to recognize and construct a lucid and policy should take some of these same courses and persuasive argument; may want to take courses in the economics and ••An ability to read literature with close attention political science departments and Quantitative to language and form. Reasoning Program, which deal with policy more ••Those who major in English and Creative broadly. For both urban education and education Writing should fulfill all the goals above and in policy, fieldwork in a school or tutoring program addition should develop a distinctive literary is highly recommended. voice and knowledge of the history and cross- The Education Studies minor consists of fve cultural diversity of the genres, traditions, and courses chosen from: styles in which they are working. For students who entered prior to the fall of 2008: EDUC 102, 117, 212, 215, 216, [221], 300, ENG 103 Reading/Writing Short Fiction [307], 312, [313], 314, 325, [334], 335 and Sides EDUC 339/POL1 339S. However, AMST 101, Flash-fiction (a.k.a. the short-short story) and the ECON 326, PSYC 321, or QR 180 may be short story. Our work together will move back substituted for two of these courses. At least one and forth between reading examples of these two 300-level education course must be included. forms of short fiction from around the world For students entering in the fall of 2008 and later: and writing our own short fiction. Reading in (A) two of 212 or 215 or 216; and (B) three of a writerly fashion means reading for craft: How EDUC 102, 117, [221], [307], 308, 310, 312, does an author shape a scene? What can you do [313], 314, 325, [334], 335, or EDUC 339/ and not do with a first-person narrator? What are POL1 339S, with possible substitution of two of the different expectations a reader has of realistic fiction as opposed to historical fiction or science

95 English fiction? Writing with a rich fund of this kind of Prerequisite: None. Especially recommended to non-majors. (Bal, Genette, Barthes), and we will explore how craft knowledge will help us advance quickly as we Distribution: Language and Literature their concepts yield a better understanding and draft and revise our own stories. Overview of cur- Semester: Spring Unit: 1.0 appreciation of short stories (as well as novels). rent print and online opportunities for publishing Authors may include Balzac, Joyce, Conrad, and ENG 115 Great Works of Poetry short fiction.Enrollment limited to 15 students. Faulkner. Please note that this is not a creative Mandatory credit/noncredit. Chiasson writing course. This course satisfies the WRIT 125 A study of the major poems and poets of the requirement. Counts as a unit toward the English Prerequisite: Open to first-year students only. English language, from Anglo-Saxon riddles to Distribution: Language and Literature major. Includes a third session each week. Semester: Fall Unit: 1.0 the works of our contemporaries. How have poets found forms and language adequate to their Prerequisite: Open to first-year students only. Distribution: Language and Literature ENG 112 Introduction to Shakespeare desires to praise, to curse, to mourn, to seduce? Semester: N/O Unit: 1.0 Ko How, on shifting historical and cultural grounds, Shakespeare wrote for a popular audience and have poems, over time, remained useful and neces- ENG 150 First-Year Seminar in English sary to human life? Approximately 1,000 years of was immensely successful. Shakespeare is also A seminar for first-years that focuses attention on universally regarded as the greatest playwright poetry will be studied, but special attention will be brought in four cases: Shakespeare’s Sonnets; a particular literary topic, problem, or body of in English. In this introduction to his works, texts. we will try to understand both Shakespeare’s John Milton’s “Lycidas”; the odes of John Keats; popularity and greatness. To help us reach this the poems of Emily Dickinson. The course will Topic A for 2011-12: Brand-New Poetry understanding, we will focus especially on the conclude with a unit on contemporary poets Chiasson theatrical nature of Shakespeare’s writing. The syl- (Sylvia Plath, Elizabeth Bishop, Philip Larkin, This is a course in brand-new poetry, published labus will likely be as follows: Romeo and Juliet, A John Ashbery and others). no more than a year or so ago. We will provide Midsummer Night’s Dream, Twelfth Night, Othello, Prerequisite: None. Especially recommended to non-majors. an overview of contemporary poetry and, via King Lear, and The Winter’s Tale. Distribution: Language and Literature contemporary poetry, the contemporary American Semester: Spring Unit: 1.0 Prerequisite: None. Especially designed for the non-major cultural scene. We will also consider the problem and thus not writing-intensive. It does not fulfill the of reading and responding to new art in general, Shakespeare requirement for English majors. ENG 120 Critical Interpretation art for which aesthetic criteria and guidelines Distribution: Arts, Music, Theatre, Film, Video or Language Brogan, Chiasson, Peltason might not yet exist; the meaning of publication, and Literature A course designed to increase power and skill in Semester: Spring Unit: 1.0 especially as new media have changed it; the role critical interpretation by the detailed reading of of criticism and reviewing in shaping new books’ poems and the writing of interpretive essays. receptions; and the role poetry, an ancient and ENG 113/CPLT 113 Studies in Fiction Prerequisite: None. Primarily designed for, and required of, Ko some would say outdated art, plays in American English majors. Ordinarily taken in first or sophomore year. culture at the present time. The course is Topic for 2011-12: The World of Fiction. A Distribution: Language and Literature journey into worlds of fiction that range from Semester: Fall, Spring Unit: 1.0 primarily a discussion-based seminar, but students grimy and scandalous to fantastic and sublime. As will attend Boston poetry readings and events, and we enter wildly different fictional worlds, we will ENG 120/WRIT 125 Critical Interpretation be asked to present independent research in class. also think about how those worlds illuminate ours. Hickey, Shetley, Brogan,Rosenwald Prerequisite: None. Open to first-year students only. A course designed to increase power and skill in Distribution: Language and Literature The syllabus will likely include Francois Rabelais’ Semester: Fall Unit: 1.0 Gargantua and Pantagruel, Charlotte Brontë’s Jane critical interpretation by the detailed reading of Eyre, Bram Stoker’s Dracula, Fyodor Dostoyevsky’s poems and the writing of interpretive essays. This Topic B for 2011-12: Race in the Great Crime and Punishment, Richard Wright’s Native course satisfies the WRIT 125 requirement and the American Novel Son, Isak Dinesan’s short story “Babette’s Feast,” Critical Interpretation requirement of the English Peltason and Ha Jin’s Waiting. Taught primarily in lecture, major. Includes a third session each week. How to read a novel, and how novels read and this course will not be writing-intensive. Students Prerequisite: Open to first-year students only. have written the narrative of American racial his- may register for either ENG 113 or CPLT 113 and Distribution: Language and Literature tory. This will be primarily a course in the close credit will be granted accordingly. Semester: Fall, Spring Unit: 1.0 reading of four great books (Mark Twain’s The Adventures of Huckleberry Finn Prerequisite: None. Especially recommended to non-majors. , William Faulkner’s Distribution: Language and Literature ENG 121 Jane Austen’s Novels The Sound and the Fury, Zora Neale Hurston’s Semester: Fall Unit: 1.0 NOT OFFERED IN 2011-12. Students will read Their Eyes Were Watching God, and Ralph Ellison’s a selection of the great novels of Jane Austen and The Invisible Man), but also and necessarily a ENG 114 Topics in American Literature use her work to learn skills for the close reading course in the complex relationships between black American literature contains an astonishing of fiction in general. We will study the details of and white Americans, between individual psyches myriad of voices and forms. This changing topics Austen’s fictional technique. From what perspec- and the almost overwhelming pressures of culture course introduces students to highlights and coun- tive are the novels told? How does the author and society, and between fiction and history. tercurrents of the American tradition. reveal her attitudes toward her characters? At the Mandatory credit/noncredit. same time we will consider the broader ques- Prerequisite: None. Open to first-year students only. Topic for 2011-12: Violence, Nonviolence, tions raised by the novels. What values motivate Distribution: Language and Literature Literature Austen’s fiction? How does she comment on the Semester: Fall Unit: 1.0 Rosenwald larger social and historical scene? What are her ENG 202 Poetry A study of violence, nonviolence, and how views on such issues as slavery or the proper role Bidart American writers represent and experience the of women? relations between them, in memoirs, sacred texts, A workshop in the writing of short lyrics and the Prerequisite: None study of the art and craft of poetry. Enrollment fictions, plays, poems, films, and essays. Possible Distribution: Language and Literature authors and works, some familiar and some Semester: N/O Unit: 1.0 limited to 15 students. Mandatory credit/noncredit. not: Mary Rowlandson, John Woolman, James Students who have taken this course once may register Fenimore Cooper, Henry David Thoreau, the ENG 122/WRIT 125 Narrative Theory for it one additional time. Book of Mormon, Harriet Beecher Stowe, Black NOT OFFERED IN 2011-12. How are stories Prerequisite: None Elk, “The Ballad of Gregorio Cortez,” Randolph Distribution: Language and Literature put together? How do they create the sense that Semester: Fall Unit: 1.0 Bourne, William James, Ernest Hemingway, they are told from a distinct perspective? How do Dorothy Day, Richard Wright, High Noon, they create anticipation and retrospection? How ENG 203 Short Narrative Norman Mailer, Barbara Deming, Martin Luther do we distinguish the telling from the tale? This King, Daniel Berrigan, Nicholson Baker, William Cezair-Thompson, Als, Sides course offers an introduction to narrative theory, A workshop in the writing of the short story; Vollman, and a broad range of war and anti-war or theories that explain the devices and structures poems and songs. Opportunities for both critical frequent class discussion of student writing, that stories use in order to make meaning. We will with some reference to established examples and creative work. read excerpts from major works of narrative theory

96 English of the genre. Enrollment limited to 15 students. Prerequisite: Fulfillment of the WRIT 125 requirement. Prerequisite: 120 or permission of the instructor. Mandatory credit/noncredit. Students who have Distribution: Language and Literature Distribution: Arts, Music, Theatre, Film, Video or Language taken this course once may register for it one addi- Semester: Fall Unit: 1.0 and Literature Semester: Fall, Spring Unit: 1.0 tional time. Topic B for 2011-12: Writing the Travel Essay Sides Prerequisite: None ENG 224 Shakespeare Part II: The Jacobean Taken a trip lately—junior year abroad, summer Distribution: Language and Literature Period Semester: Fall, Spring Unit: 1.0 vacation, spring break? Look back fondly or in Peltason, Cain horror at a family road trip? Turn your experi- The great tragedies and the redemptive romances ENG 204/CAMS 234 The Art of Screenwriting ence into a travel essay. We will be studying both from the end of Shakespeare’s career, chosen from Cezair-Thompson the genre of the literary travel essay as well as among Troilus and Cressida, Measure for Measure, A creative writing course in a workshop setting for the more journalistic travel writing found in Othello, King Lear, Coriolanus, Antony and those interested in the theory and practice of writ- newspaper travel sections and travel magazines. Cleopatra, Cymbeline, The Winter’s Tale, and The ing for film. This course focuses on the full-length And, of course, we will be writing our own travel Tempest. While encompassing thematic concerns feature film, both original screenplays and screen narratives. The course focuses on the essentials of ranging from gender relations to the meaning adaptations of literary work. Enrollment limited to travel writing: evocation of place, a sophisticated of heroism, particular focus will fall on tragic 15 students. Mandatory credit/noncredit. Students appreciation of cultural differences, a considered form and its transformation in the romances. who have taken this course once may register for it use of the first person (travel narratives are closely Extensive attention will be paid to theatrical one additional time. Students may register for either related to the genre of memoir), and basic strong practices, Shakespearean and contemporary, aided ENG 204 or CAMS 234 and credit will be granted writing/research skills. accordingly. by the viewing of stage performances and film Prerequisite: Fulfillment of the WRIT125 requirement. adaptations. Prerequisite: None Distribution: Language and Literature Distribution: Arts, Music, Theatre, Film, Video or Language Semester: Fall Unit: 1.0 Prerequisite: 120 or permission of the instructor. Distribution: Arts, Music, Theatre, Film, Video or Language and Literature Topic C for 2011-12: To be determined Semester: Spring Unit: 1.0 and Literature Als Semester: Fall, Spring Unit: 1.0 Prerequisite: Fulfillment of the WRIT125 requirement. ENG 205 Writing for Children Distribution: Language and Literature ENG 225 Seventeenth-Century Literature Meyer Semester: Spring Unit: 1.0 What makes for excellence in writing for children? Hickey When Margaret Wise Brown repeats the word ENG 213 Chaucer Poets and prose writers from an extraordinarily rich era of English literary history, an age “moon” in two subsequent pages—“Goodnight Sergi remarkable in particular for the greatness, moon. Goodnight cow jumping over the Chaucer’s Canterbury Tales are rich with intertex- inventiveness, and passion of its lyric poetry; for moon”—is this effective or clunky? What makes tuality, with cultural and literary references that its sophisticated and compelling representations rhyme and repetition funny and compelling extend across the medieval European experience of the literary self; and for the ways in which its in one picture book (such as Rosemary Wells’s (with some notable omissions). The present-day writings bear witness to the political, religious, Noisy Nora) but vapid in another? How does E.B. reader of the Tales not only gets to enjoy one of and intellectual ferment of the times. Primary White establish Fern’s character in the opening the most thoughtful, moving, and downright focus on poems by the “Metaphysicals” (John chapter of Charlotte’s Web? What makes Cynthia amusing poetic projects ever endeavored, but she Donne, George Herbert, Andrew Marvell, Kadohata’s Kira-Kira a novel for children rather also gets a tour of Chaucer’s Europe as an added Richard Crashaw, Henry Vaughan, Thomas than adults—or is it one? In this course, students bonus. In this course, we will read the Tales along- Traherne); and by Lady Mary Wroth, Ben Jonson, will study many examples of children’s literature side supplementary or complementary samples Amelia Lanyer, and Robert Herrick. Selected from the point of view of writers and will write from Italian poetry, Yorkshire drama, Anglo- prose by some of the following: Francis Bacon, their own short children’s fiction (picture book Norman romance, French dirty jokes, Latin anti- Donne, Jonson, Hobbes, Robert Burton, Izaak texts, middle-reader or young adult short stories) feminist tracts, and more. We’ll read the samples Walton, Sir Thomas Browne, Aphra Behn. and share them in workshops. Enrollment limited in translation; the Tales themselves will remain in to 15 students. Mandatory credit/noncredit. Chaucer’s Middle English (our course will include Prerequisite: None Distribution: Language and Literature Prerequisite: None a detailed primer on how to read, speak, and Semester: Spring Unit: 1.0 Distribution: Language and Literature understand Middle English). Semester: Fall Unit: 1.0 Prerequisite: None ENG 227 Milton Distribution: Language and Literature Noggle ENG 206/WRIT 225 Nonfction Writing Semester: Fall Unit: 1.0 Milton helped set the standard of literary power This course is a changing topics writing workshop ENG 222 Renaissance Literature for generations of writers after him. His epic that will each year take up particular non-fiction Paradise Lost exemplifies poetic inspiration, sub- writing genres. Open to students who have ful- NOT OFFERED IN 2011-12. limity, creativity, originality, and unconventional- filled the Writing 125 requirement; please note Prerequisite: None ity, offering a richness of meaning and emotion that this course is not intended as a substitute for Distribution: Language and Literature that seems to provoke violently incompatible Writing 125. Enrollment limited to 15 students. Semester: N/O Unit: 1.0 interpretations, even radical uncertainty about Mandatory credit/noncredit. whether his work is good or bad. This course ENG 223 Shakespeare Part I: The Elizabethan will focus on how Milton’s poem challenges and Topic A for 2011-12: Creative Nonfction Period Schwartz (The Writing Program) expands our views of God, evil, heroism, Hell, Ko, Shetley good, Heaven, pain, bliss, sex, sin, and failure in “...all memoirs are false…The correct detail is The formative period of Shakespeare’s genius: rarely, exactly, what happened; the most truthful startling ways. We will consider Milton as the pro- comedies such as A Midsummer Night’s Dream and totype of a new kind of poet who pushed meaning detail is what could have happened, or what should The Merchant of Venice; histories such as Richard II have.”—John Irving to its limit, from his early writings, to Paradise and Henry IV (Part I); and tragedies, such as Julius Lost, to Paradise Regain’d at his career’s end, and Creative nonfiction is a protean genre of writing, Caesar and Hamlet. We will undertake detailed sample the range of critical responses his poetry a genre that encompasses many different types study of Shakespeare’s poetic language and will has elicited. of writing. In this class, we’ll focus mainly on examine the dramatic form of the plays and the Prerequisite: None personal essays—essays which deal with your performance practices of Shakespeare’s time. Distribution: Language and Literature personal experiences and are driven and shaped We will also explore important themes, ranging Semester: Spring Unit: 1.0 by “I.” The more complex question raised by this from gender relations and identities to national genre is what makes creative nonfiction “creative”? self-consciousness. The viewing and analysis of This question will inform every essay we read and contemporary performances and films will be discuss, whether it’s a published essay or one you integrated into the work of the course. write for class.

97 English ENG 234 Restoration and Eighteenth-Century ENG 246/ME/R 246 Monsters, Villains, and Williams, Langston Hughes. In this course we British Literature Wives will look at what connects their work and the profound divisions among them. Noggle NOT OFFERED IN 2011-12. This course will Prerequisite: None Eighteenth-century literature is a great source of select its monsters, villains, and wives from early British humor. This course will survey major writ- Distribution: Language and Literature English, French, and Anglo-Norman literature, Semester: Fall Unit: 1.0 ers, including Pope, Swift, Fielding, Sterne, and ranging from the giant Grendel (and his mother) Johnson, all (in different ways) screamingly and in Beowulf to the arch-villain Ganelon in The Song ENG 253 Contemporary American Poetry often disturbingly funny. Their texts exemplify of Roland, from Guinevere to the wife of the enig- Johnson the contradictory qualities British humor typi- matic Green Man in Sir Gawain and the Green Six or eight out of the following poets will be cally comprises — its wild exaggerations and dry Knight. We will finish by considering the survival discussed in light of poetry’s evolving place in wit, silly exuberance and cutting social criticism, of the magical villain in a modern-day fantasy American culture: Elizabeth Bishop, Robert eccentricity and cool detachment. We will also classic like the medievalist J.R.R. Tolkien‘s Hobbit, Lowell, Sylvia Plath, Frank O’Hara, John Ashbery, consider humor in a larger sense: the notion of or a volume in his Lord of the Rings trilogy, and James Schuyler, James Merrill, A.R. Ammons, character and personality these writers developed, in John Gardner’s recasting of the Beowulf story, Rita Dove, Frank Bidart, Louise Glück, Jorie and connections between it and evolving gender, Grendel. Students may register for either ENG 246 Graham, Susan Howe, James McMichael, Carl economic, political, and cultural relations in the or ME/R 246 and credit will be granted accordingly. Phillips, Henri Cole. period. Beyond merely amusing, the personali- Prerequisite: None ties unfolded in this literature are introspective Prerequisite: None Distribution: Language and Literature Distribution: Language and Literature and unsettled, skeptical and devout, sociable and Semester: N/O Unit: 1.0 Semester: Summer Unit: 1.0 sensitive, ambitious and curious, and help give the eighteenth century its distinctive favor. ENG 247/ME/R 247 Arthurian Legends ENG 262 American Literature to 1865 Prerequisite: None NOT OFFERED IN 2011-12. The legends of Tyler Distribution: Language and Literature American fiction, poetry, autobiography, essays, Semester: Fall Unit: 1.0 King Arthur and the knights of the Round Table, with their themes of chivalry, magic, friendship, speeches, songs, celebrations, and vilifica- ENG 241 Romantic Poetry war, adventure, corruption, and nostalgia, as well tions from the Founding to the Disunion and forced Reunion. Along with studying the greats Hickey as romantic love and betrayal, make up one of Hawthorne, Melville, Emerson, Whitman, Stowe, Emphasis on the great poems of six fascinat- the most infuential and enduring mythologies Douglass, and Dickinson, the course will give ing and infuential poets: Blake, Wordsworth, in European culture. This course will examine a hearing to white Southerners writing, with Coleridge, Shelley, Byron, and Keats. As time literary interpretations of the Arthurian legend, in disturbing resourcefulness, from within a culture allows, we’ll read women poets of the period: history, epic, and romance, from the sixth century willing to die rather than free from bondage black Anna Barbauld, Mary Robinson, Dorothy through the sixteenth. We will also consider some Americans of their own acquaintance and even the Wordsworth, and Felicia Hemans. We’ll consider later examples of Arthuriana, on page and movie same “blood.” Edgar Allan Poe, John J. Calhoun, such Romantic ideas and themes as imagination, screen, in the Victorian and modern periods. and Abraham Lincoln are the writers who will feeling, originality, the processes of cognition Students may register for either ENG 247 or ME/R represent for us the Southern culture from which and creativity, the correspondence between self 247 and credit will be granted accordingly. they emerged. and nature, the dark passages of the psyche, Prerequisite: None encounters with otherness, altered states of being, Distribution: Language and Literature Prerequisite: None Semester: N/O Unit: 1.0 Distribution: Language and Literature mortality and immortality, poetry and revolu- Semester: Spring Unit: 1.0 tion, Romanticism as revolt, the exiled hero, love, ENG 249/ME/R 249 Writing Medieval Gender sexuality, gender, the meaning of art, and the in England ENG 266 American Literature from the Civil bearing of history. Open to students at all levels of Sergi War to the 1930s familiarity with poetry. This course will mine the earliest beginnings of Tyler Prerequisite: None English literary history for new answers about A selection of literature from the period between Distribution: Language and Literature the Civil War and the Great Depression, tracing Semester: Fall Unit: 1.0 how gender constructions have been and can be fuid, rigid, oppressive, or liberating. We’ll the trajectory of American fiction from realism ENG 245 Dead or Alive: The Object of Desire find that though nearly all early English scribes to high modernism. Emphasis on the ways that in Victorian Poetry identified as male (if they identified themselves at these texts invite and respond to questions about all), we can still perceive the voices, bodies, and economics, social justice, sexual politics, and the NOT OFFERED IN 2011-12. Victorian poems experiences of authors and subjects who identified role of literature in society. Attending closely stand among the most memorable and best-loved as women, men, girls, boys, or none of these, or to nuances of authorial style, classroom discus- in all of English verse: they’re evocative, emo- who moved from one gender identity to others, sion will also consider each work in light of the tionally powerful, idiosyncratic, psychologically or who remained somewhere in between. We’ll ongoing debate between realism and formalism loaded, intellectually engaged, daring, inspiring, supplement our Old and Middle English readings in art. Authors to be read will likely be drawn and bizarre. We’ll study Tennyson, the Brownings, (most of them in translation) with short, acces- from the following: Twain, James, Crane, Roth, Emily Brontë, the Rossettis, Arnold, Hopkins, sible samples from modern theoretical writing Chesnutt, Chopin, Dreiser, Wharton, Gilman, and Hardy, with attention to their technique on gender, sexuality, and queerness. Students may Stein, Anderson, Toomer, Yezierska, Fitzgerald, and place in literary history. Themes will include register for either ENG 249 or ME/R 249 and credit Hemingway, Faulkner, Wright, and Hurston. the power and limits of language, tradition and will be granted accordingly. Prerequisite: None originality, love and sexuality, gender roles, the Prerequisite: None Distribution: Language and Literature or Historical Studies literary expression of personal crisis, religious faith Distribution: Language and Literature Semester: Fall Unit: 1.0 and doubt, evolution, industrialism, and the role Semester: Spring Unit: 1.0 of art. Supplementary prose readings and forays ENG 266/AMST 240 American Literature from into art history will illuminate literary, aesthetic, ENG 251 Modern Poetry the Civil War to the 1930s and social contexts, particularly those surrounding Bidart NOT OFFERED IN 2011-12. The Rise of an the Woman Question, female authorship, and The modernist revolution at the beginning of the American Empire: Wealth and Conflict in the representations of female figures. Pre-Raphaelite twentieth century is one of the most important Gilded Age. An interdisciplinary exploration of slides, Special Collections visit, viewing of Wilde’s revolutions in the history of English—writers the so-called Gilded Age and the Progressive era The Importance of Being Earnest. radically rethought what a poem is, what a novel in the United States between the Civil War and Prerequisite: None is, what writing itself is. We are still the heirs of World War I, emphasizing both the conficts and Distribution: Language and Literature the great innovators who emerged during that achievements of the period. Topics will include Semester: N/O Unit: 1.0 time: Yeats, Eliot, Pound, Frost, Moore, Stevens, Reconstruction and African American experience in the South; technological development and industrial expansion; the exploitation of the West

98 English and resistance by Native Americans and Latinos; ENG 271 The Rise of the Novel ENG 281 American Drama and Musical feminism, “New Women” and divorce; tycoons, Lee Theater workers, and the rich-poor divide; immigration A study of how the genre of the novel begins in Rosenwald from Europe, Asia, and new American over- forgeries, poses as real documents and letters, Study of some distinguished twentieth-century seas possessions; as well as a vibrant period of and eventually reveals itself as a kind of literature American plays, theater pieces, and musicals. American art, architecture, literature, music, and uniquely suited to modern society. There will be Possible musicals: The Cradle Will Rock, Showboat, material culture, to be studied by means of the a particular emphasis on the novel’s enduring West Side Story, Chorus Line, Into the Woods, rich cultural resources of the Boston area. Students fascination with women and criminals, the choices Chicago. Possible playwrights and ensembles: may register for either ENG 266 or AMST 240 and they make and the rewards and punishments they Eugene O’Neill, Arthur Miller, Tennessee credit will be granted accordingly. receive. Authors include Behn, Defoe, Richardson, Williams, Lorraine Hansberry, the Bread and Prerequisite: None Fielding, Edgeworth, and Austen. Puppet Theater, the Teatro Campesino, María Distribution: Language and Literature or Historical Studies Irene Fornés, August Wilson, David Henry Semester: N/O Unit: 1.0 Prerequisite: None Distribution: Language and Literature Hwang, Tony Kushner, Anna Deveare Smith. Semester: Spring Unit: 1.0 Focus on close reading, on historical and social ENG 267 American Literature from the 1940s context, on realism and the alternatives to realism, to the Present ENG 272 The Nineteenth-Century Novel on the relations between text and performance. Brogan Rodensky Opportunities both for performance and for criti- American literature from World War II to the An exploration of the changing relationships cal writing. present. Consideration of fiction, poetry, mem- of persons to social worlds in some of the great oirs, essays, and films that refect and inspire the Prerequisite: None novels of the nineteenth century. The impact on Distribution: Arts, Music, Theater, Film, Video or Language cultural upheavals of the period. Possible writers the novel of industrialization, the debate about and Literature to be studied include: Mailer, Morrison, Pynchon, women’s roles, the enfranchisement of the middle Semester: Fall Unit: 1.0 Lowell, Bishop, Ginsberg, Burroughs, Nabokov, and the working classes, the effect on ordinary Ellison, Carver, Kingston, Roth, O’Connor, persons of life in the great cities, the commodi- ENG 282 Topics in Literary Criticism DeLillo, Salinger, Morrison, Schwartz, DeRosa, fication of culture—these and other themes will An introduction to critical theory through the Smiley, Keller, McDermott, Lahiri, and Sparks. be traced in the works of some of the following: reading of selected literary texts and the applica- Prerequisite: None Charlotte Brontë, Emily Brontë, Charles Dickens, tion of pertinent theoretical models. Distribution: Language and Literature George Eliot, Elizabeth Gaskell, George Gissing, Semester: Fall Unit: 1.0 Thomas Hardy. Topic for 2011-12: Missing Persons: The Detective Story and American Literary ENG 269 Asian American Literature Prerequisite: None Distribution: Language and Literature Identities Lee Semester: Fall Unit: 1.0 Ford A survey course of the history of Asian American In this course, we will read novels and stories in writing. Beginning with the 1920s novella, “And ENG 273 The Modern British Novel the (loosely defined) genre of detective or mystery China Has Hands,” by the Marxist writer H.T. Rodensky fiction. With its reliance on ambiguity and secrecy, Tsiang, we look at fiction by early Asian American A consideration of the ways in which modernist the mystery story has long been a playground writers. Next, we examine Asian American writ- writers reimagine the interests of the novel as for critics searching for a key to its obfuscations; ing from the World War II period; we end by they experiment with and reshape its traditional the detective has been seen as a surrogate for considering some of the literature that emerged subjects and forms. From the frank exploration of the reader herself. Detective stories will serve as from the Asian American identity movement, sexuality in Lawrence, to the radical subordination critical “case studies” for the introduction of theo- and more recent works that seem less preoccupied of plot in Woolf, modernist writers reconceive our retical approaches to literature including structur- with questions of identity. How did these writ- notion of the writer, of story, of the very content alism, Marxism, psychoanalysis, deconstruction, ers understand history? How important is the of what can be said. A selection of works by E.M. and queer theory. Authors to be considered may idea of the nation? Is there a movement toward Forster, D.H. Lawrence, James Joyce, Virginia include Poe, James, Hammett, Larsen, Chandler, a global perspective? Attention given to writers’ Woolf, Jean Rhys, and Joseph Conrad. Highsmith, and Nabokov. Readings will also formal choices as well. Why, for example, is the Prerequisite: None include diverse critical and theoretical essays; writ- interlinked short-story collection such a com- Distribution: Language and Literature ing assignments will focus on applying multiple mon form? Why is it so rare to find continuous, Semester: Spring Unit: 1.0 theoretical models to narratives, and on assessing lengthy narratives? the utility and limitations of those models. Prerequisite: None ENG 277 Modern Indian Literature Prerequisite: None Distribution: Language and Literature Sabin Distribution: Language and Literature Semester: Fall Unit: 1.0 Focus on novels, memoirs, and nonfiction writ- Semester: Spring Unit: 1.0 ing—mostly contemporary, with some earlier ENG 270 Experiencing London Then and Now examples of what now begins to make up a tradi- ENG 283 Southern Literature NOT OFFERED IN 2011-12. This tion of modern Indian literature in English. A study of the literature of the American South, Wintersession course examines how people self- Controversial questions to be addressed include: with special focus on the region’s unique cultural consciously experienced the city of London in what is “authentically” Indian? What is the writer’s traditions, the development of a distinctive body the eighteenth century, and how we experience it responsibility to solve social and political prob- of stylistic and thematic characteristics, and the today. Walking, watching, getting lost in crowds lems? What roles do women play in this literature? complex intersections of region, gender, ethnicity, and experimenting with identity were crucial Introduction to important religious and political and sexuality in Southern literary expression. then, as we see in writers ranging from James contexts will be provided, but primary attention Boswell to Frances Burney, and remain impor- will go to the literature itself, with some attention Topic for 2011-12: Gospel, Body, and Soul: tant today, despite obvious changes in London’s to films. Authors will likely include Gandhi, R.K. Lyric Traditions in Black and White scale and organization. We will read works by Narayan, Raja Rao, Anita Desai, Salman Rushdie, Tyler Addison, Boswell, Gay, Burney, and others, and Bapsi Sidhwa, Rohinton Mistry, Jhumpa Lahiri, A study of black and white artists whose careers then spend around 12 days in London, visiting plus films directed by Satyajit Ray and Deepa are defined by agonies of conversion. One white some of the same sites (theaters, parks, churches) Mehta. artist will be John Donne, a legendary “convert” and following some of the same itineraries. What Prerequisite: None from profane to sacred art; another will be John continuities and discontinuities are there between Distribution: Language and Literature Newton, whose own conversion (from slave trader eighteenth-century and postmodern urban experi- Semester: Spring Unit: 1.0 to abolitionist) led him to write “Amazing Grace,” ences? Not ofered every year. Subject to Dean’s Office a favorite hymn of both black and white congrega- approval. tions. Later in America, the true African-American Prerequisite: None. Application required. equivalents of Donne differed from him by reject- Distribution: Language and Literature ing any “progressive” evolution of words away Semester: N/O Unit: 0.5 from music—they were singers and songwriters,

99 English not poets. Accordingly, the course will introduce characters. Soon, traveling “players” appeared ENG 325 Advanced Studies in Sixteenth- and African-American ( 1 ) gospel songs of the for these games; local guilds staged vast cycles of Seventeenth-Century Literature 1930s-’60s; (2) sermons with their own refusals to “plays”; noble houses were imagining up witty exile words from melody; (3) and finally, the secu- “interludes.” When commercial theaters finally NOT OFFERED IN 2011-12. lar soul music which emerged from, or against, began to pop up around London, they marked Prerequisite: Open to juniors and seniors who have taken sacred music: here the artists will include Sam England’s entrance into the Renaissance by two literature courses in the department, at least one of which must be 200 level, or by permission of the instructor Cooke, Aretha Franklin, Marvin Gaye, Al Green crystallizing a vibrant dramatic tradition that had to other qualified students. — artists who, like Donne, struggled to “convert” really always been “in play.” Our course will trace Distribution: Language and Literature to proper uses their God-given talents. the various genres of performance that emerged Semester: N/O Unit: 1.0 Prerequisite: None and receded in England from oral poetry to the Distribution: Language and Literature time of Shakespeare. ENG 335 Advanced Studies in Restoration and Semester: Spring Unit: 1.0 Prerequisite: Open to juniors and seniors who have taken Eighteenth-Century Literature two literature courses in the department, at least one of Lee ENG 286/AMST 286 New Literatures which must be 200 level, or by permission of the instructor Topic for 2011-12: London. We will explore San Filippo (Cinema and Media Studies) to other qualified students. how this crowded, dangerous, and seductive city Topic for 2011-12: 20th and 21st Century Distribution: Language and Literature Semester: Spring Unit: 1.0 is figured in literature and other art of the eigh- American Gay and Lesbian Literature. This teenth century. Beginning with Defoe’s Journal of course examines significant gay and lesbian lit- ENG 320 Literary Cross Currents the Plague Year, we’ll study how London comes erature by American writers of the last century, Cain to be the site for the creation of a unique urban incorporating autobiography, drama, poetry, and Topic for 2011-12: Edith Wharton and Willa culture and a new understanding of the self. This fiction across a range of aesthetic styles and narra- Cather. A study of the fiction of these two very urban culture thrives on the close proximity of tive modes. We consider how same-sex desire and different American women novelists of the early low life and high art, politics, crime, conversa- queer consciousness inform the authoring of liter- twentieth century. We’ll examine their differ- tion and theater and self-examination. We’ll read ary work, queer literature’s role in the production ences: one is best known as the chronicler of poetry, journalism, plays and operas, journals and of sexual identities and communities, and how life in aristocratic “old New York,” the other as novels, and we’ll also examine the art of William American culture and politics have infuenced and the novelist of life on the Nebraska prairie. Yet a Hogarth. Frances Burney’s novel, Evelina, and been infuenced by queer writers and writing. An number of similar issues arise in both novelists’ Blake’s Songs of Innocence and Experience give us important goal of the course is to introduce con- work: the nature of female sexuality, the problems contrasting views of how innocence comes to be cepts of queer theory, and discuss queer studies’ of marriage (and, for Cather, of heterosexuality), redefined in the context of the city. We will end contributions to literary history and criticism. By relationships between generations, the nature with De Quincey’s and Wordsworth’s visions of exploring key works of literature and scholarship, of the immigrant and the ethnic “other,” the the teeming metropolis. we gain an understanding of how queer American identity of the true American, the nature of the Prerequisite: Open to juniors and seniors who have taken artistic and intellectual practices have shaped body in health and in illness, tensions between two literature courses in the department, at least one of understandings of sexual subjectivities and desires which must be 200 level, or by permission of the instructor the American West and the East and between over the past century and in relation to gender, to other qualified students. rural and urban life, the place of art in American race, class, ethnicity, and nation. Students may reg- Distribution: Language and Literature culture. Above all, both novelists, living in an era Semester: Fall Unit: 1.0 ister for either ENG 286 or AMST 286 and credit of rapid change, of industrial development and will be granted accordingly. global military confict, are preoccupied with the ENG 345 Advanced Studies in Nineteenth- Prerequisite: None vexed question of the destiny of America. Century Literature Distribution: Language and Literature Semester: Spring Unit: 1.0 Prerequisite: Open to juniors and seniors who have taken Hickey two literature courses in the department, at least one of Topic for 2011-12: Love, Sex, and Imagination ENG 301 Advanced Writing/Fiction which must be 200 level, or by permission of the instructor in Romantic Poetry. Study of Romantic poems to other qualified students. (and some prose), focusing on the role of eros in Als Distribution: Language and Literature A workshop in the techniques of fiction writing Semester: Fall Unit: 1.0 Romantic conceptions of imagination. Passion, together with practice in critical evaluation of stu- sympathy, sensibility; the lover as Romantic dent work. Students who have taken this course once ENG 324 Advanced Studies in Shakespeare subject; gendering the sublime and the beautiful; may register for it one additional time. Mandatory Ko sexual/textual ambiguity; gender and genius; the credit/noncredit. Topic for 2011-12: Shakespeare in sublime potential of unutterable or unspeak- able love; the beloved as muse; enchantresses Prerequisite: 203 or permission of the instructor. Performance. This course will explore Distribution: Language and Literature Shakespeare’s plays as scripts for the theatre with and demon lovers as figures of imagination; the Semester: Fall Unit: 1.0 the fundamental goal of bringing them alive as attractions, dangers, excesses, and failures of living performances. The course will include trac- idealizing erotic imagination (sentimentalism, ENG 302 Advanced Writing/Poetry ing the history of performance from Shakespeare’s narcissism, solipsism, disenchantment); desire as Chiasson own time to the present, viewing recorded and live Romantic quest; sexual politics; marriage (and its A workshop in intensive practice in the writing performances, and collaborating with actors to test discontents); non-normative or transgressive sex of poetry. Students who have taken this course once and challenge our ideas. Because the reading list (free love, homosexuality, incest, hypersexuality, may register for it one additional time. Mandatory will depend partly on available local productions, adultery); (homo)erotics of Romantic literary credit/noncredit. the syllabus will be finalized later; however, the friendship, rivalry, and collaboration. Texts by Prerequisite: 202 or permission of the instructor. course will probably include Richard III, Much Coleridge, the Wordsworths, Hazlitt, Mary Distribution: Language and Literature Ado About Nothing, The Merchant of Venice,and Robinson, “Sapphic” poets, Byron, Caroline Semester: Spring Unit: 1.0 The Tempest. Requirements: two essays, along with Lamb, Felicia Hemans, Shelley, Keats, John Clare. shorter, creative assignments, as well as a presenta- Prerequisite: Open to juniors and seniors who have taken ENG 315 Advanced Studies in Medieval tion or (voluntary) participation in a performance two literature courses in the department, at least one of which must be 200 level, or by permission of the instructor Literature project. Sergi to other qualified students. Prerequisite: Open to juniors and seniors who have taken Distribution: Language and Literature Topic for 2011-12: English Performance. two literature courses in the department, at least one of Semester: Spring Unit: 1.0 Though authorities in the early church proscribed which must be 200-level, or by permission of the instructor the ancient practice they knew of as the “theater,” to other qualified students. ENG 350 Research or Individual Study early England still was a very theatrical place. Distribution: Arts, Music, Theatre, Film, Video or Language Liturgical rituals took on increasingly dramatic and Literature Prerequisite: Two or more 200- or 300-level units in Semester: Spring Unit: 1.0 the department are ordinarily a prerequisite. Students elements; English commoners created “games” with a GPA of 3.33 or higher in the major will have first in which different speakers took on different consideration. Distribution: None Semester: Fall, Spring Unit: 1.0

100 English ENG 350H Research or Individual Study and as her darker husband’s “master”? In this ENG 383 Women in Literature, Culture, and course, we will consider how narratives of racial Prerequisite: Open to qualified students by permission Society of the instructor. Two or more 200- or 300-level units passing destabilize identity categories beyond race, Rodensky in the department are ordinarily a prerequisite. Students questioning the social “realities” they represent. Topic for 2011-12: George Eliot and Her with a GPA of 3.33 or higher in the major will have first We’ll read passing narratives of the nineteenth Readers. This course will attend to the great nov- consideration. and early twentieth centuries that anticipate els of the greatest novelist of the Victorian period. Distribution: None recent theoretical efforts to interrogate the social Semester: Fall, Spring Unit: 0.5 In addition to reading Eliot’s novels, we will take construction of race and gender. We’ll also trace up critical responses to them, beginning with the transformation of the “passing” narrative in ENG 351 The Robert Garis Seminar those of Eliot’s contemporaries. In particular, we contemporary popular culture. Do films featuring will consider readers’ objections to her representa- NOT OFFERED IN 2011-12. An advanced, inten- androids, whiteface, or “fat suits” extend the social sive writing workshop, open to six students, named for a late tions of religion, female autonomy, and sexuality. critiques of earlier passing narratives, or offer a As we ourselves become part of Eliot’s readership, Wellesley professor who valued good writing. The instructor more essentialist view of human identities? and students will meet once in the spring, and students are we will explore her development as a novelist and then expected to work on their project over the summer. Prerequisite: Open to juniors and seniors who have taken critic who reimagined the novel as central to the Mandatory credit/non-credit. two literature courses in the department, at least one of moral and intellectual lives of the reading public. which must be 200 level, or by permission of the instructor Prerequisite: Open to qualified students by permission of Eliot wanted her novels to make a deep and last- instructor. to other qualified students. Distribution: Language and Literature Distribution: Language and Literature ing impression on her readers, and indeed they do. Semester: N/O Unit: 0.5 Semester: Fall Unit: 1.0 Novels will include Scenes of Clerical Life. Adam Bede, The Mill on the Floss, Middlemarch,and ENG 355 Advanced Studies in Twentieth- ENG 365/SOC 365 Images of the American Daniel Deronda. Century Literature City Prerequisite: Open to juniors and seniors who have taken Sabin NOT OFFERED IN 2011-12. This course two literature courses in the department, at least one of Topic for 2011-12: James Joyce, Ulysses. which must be 200 level, or by permission of the instructor Close considers how literary representations and socio- to other qualified students. Not open to students who have reading of Ulysses, after preliminary engagement logical studies of urban life variously respond to taken this course as a topic of 385. with Dubliners and A Portrait of the Artist as a the astonishing growth of cities in the twentieth Distribution: Language and Literature Young Man. Aided by supplementary biographical century, helping to shape newly emergent and Semester: Fall Unit: 1.0 and critical readings, attention will be paid to the highly contested cultural meanings of the city. In complex effects of Joyce’s Irishness on his relation considering the interplay between mind and urban ENG 384 Colonial and Post-Colonial to modern English literature and language. forms, we’ll explore the relationship between Literature Prerequisite: Open to juniors and seniors who have taken the individual and the urban environment, how Cezair-Thompson two literature courses in the department, at least one of life in cities is socially organized, patterns of Topic for 2011-12: Literature, Mass Media, and which must be 200 level, or by permission of the instructor immigration and tensions between ethnic groups, Human Rights: The Image of Africa in the West to other qualified students. the creation of the slum and ghetto and efforts (1898–present). How did the myth of Africa Distribution: Language and Literature Semester: Fall Unit: 1.0 to gentrify them, cognitive mapping, and the as “the dark continent” originate and does it legibility of the cityscape. We’ll also discuss how persist today? Do contemporary images of Africa’s ENG 360 Senior Thesis Research literary and sociological perspectives on the city humanitarian crises, including genocide, reconfig- meet and diverge. Authors may include: Stephen ure earlier stereotypes of African “darkness”? What Prerequisite: By permission of the chair. See Academic Distinctions. Crane, Georg Simmel, Robert Park, Ann Petry, narrative choices have been involved in presenting Distribution: None James Baldwin, Anselm Strauss, Paule Marshall, Africa/Africans as Other? This course examines the Semester: Fall, Spring Unit: 1.0 Kevin Lynch, Anna Deavere Smith, and Elijah relationship between ethnic difference and moral Anderson. Students may register for either ENG 365 indifference within a literary and cultural frame- ENG 363/AMST 363 Advanced Studies in or SOC 365 and credit will be granted accordingly. work. We will analyze tropes of helplessness and American Literature Prerequisite: One 200-level course in either literature or persecution, assumptions about the recipients as Brogan sociology or by permission of the instructor to other qualified well as the givers of “aid” and consider questions Topic for 2011-12: Visions of the American students. about audience. Possible writers include: Conrad, City. This course examines how American cities Distribution: Language and Literature or Social and Orwell, Achebe, Coetzee, Gordimer, Sontag, Behavioral Analysis Gourevitch. Possible films include:The African have been represented in fiction, poetry, creative Semester: N/O Unit: 1.0 nonfiction, and photography. We’ll examine how Queen,The Battle of Algiers, Camp de Thiaroye. Media theory and the visual arts will be important descriptions of the city’s public spaces and private ENG 370 Senior Thesis enclosures—its crowds, streets, shops, apartments, supplements. Prerequisite: 360 and permission of department. and grand buildings—return us to crucial ques- Distribution: None Prerequisite: 200-level literature course or permission of the tions of perspective, identity, and ownership. Our Semester: Fall, Spring Unit: 1.0 instructor. Not open to students who have taken this course literary readings include works by Walt Whitman, as a topic of 364. Distribution: Arts, Music, Theatre, Film, Video or Language T. S. Eliot, F. Scott Fitzgerald, Ralph Ellison, ENG 382 Literary Theory and Literature Ann Petry, Hart Crane, Langston Hughes, Frank Shetley Semester: Spring Unit: 1.0 O’Hara, Chang-rae Lee, and Colum McCann. A survey of major developments in literary theory We’ll also look at collections of urban photogra- and criticism. Discussion will focus on important ENG 385 Advanced Studies in a Genre phy by Arnold Genthe, Berenice Abbott, Helen perspectives—including structuralism, post-struc- Tyler Levitt, Bruce Davidson, and others. Assignments turalism, Marxism, and feminism—and crucial Topic for 2011-12: Literature and Suffering. include critical writing and a project in creative individual theorists—including Bakhtin, Empson, Suffering, with its consequent sadnesses, has non-fiction or photojournalism.Students may Barthes, Derrida, Foucault, Jameson, Sedgwick, always presented special claims among all the register for ENG 363 or AMST 363 and credit will and Zizek. deep motives for making literature. Pain, whether be granted accordingly. Prerequisite: Open to juniors and seniors who have taken chronic or acute, innate or acquired, visible or Prerequisite: Permission of the instructor. two literature courses in the department, at least one of hidden, isolates the sufferer, whereas fiction is Distribution: Language and Literature which must be 200 level, or by permission of the instructor variously depicted as rescue, remedy, recompense, Semester: Spring Unit: 1.0 to other qualified students. revenge, and other “re-“ words implying kinds Distribution: Epistemology and Cognition or Language and of redemption, even rejoicing. The texts will be ENG 364 Race and Ethnicity in Literature Literature Semester: Fall Unit: 1.0 mostly English and American (Herbert, Sterne, Ford Dr. Johnson, Coleridge, DeQuincey, Keats, Henry Topic for 2011-12: Passing and Postmodernity. James, Flannery O’Connor) but there will inevi- Why, when Ellen Craft passes for white, does she tably be some Plato, Aristotle, Freud, Kafka, and also pass as a man? Why does their 1860 narrative Mann. The “topics” of theoretical readings include of their fight from slavery refer to her as “him,”

101 English sympathy, trauma, sublimation, incarnation, and non-fiction writing course (ENG 206/WRIT writing concentration take a series of workshops binaries like care/cure, memory and amnesia/anes- 225) that covers different genres (for example, in one or more creative genres (fiction, poetry, thesia; inevitable “names” include Simone Weil, reviewing the arts, travel writing, personal essay, children’s literature, playwriting, screenwriting, Susan Sontag, Eve K. Sedgwick, and Elaine Scarry. and memoir) is offered in collaboration with The and creative nonfiction) and select, in consultation Prerequisite: Open to juniors and seniors who have taken two Writing Program. The Theatre Studies department with their advisor, courses in literary study that literature courses in the department, at least one of which offers an introductory playwriting course (THST provide the background in and knowledge of liter- must be 200 level, or by permission of the instructor to other 221). These courses are open to all Wellesley ary tradition necessary to make a contribution to qualified students. Distribution: Language and Literature College students. Creative writing courses are that tradition. Semester: Fall Unit: 1.0 taught mandatory credit/noncredit. Students interested in the creative writing concen- ENG 387 Authors tration are urged to begin planning their programs Peltason Requirements for the Major early in their careers at Wellesley. It is expected Topic for 2011-12: Jane Austen. that they will have taken at least one writing work- A survey of Jane The English major consists of a minimum of Austen’s career in historical and critical context. shop by the time of election of the English major 10 units, at least eight of which must be in areas (spring semester sophomore year or fall semester No canonical author is more widely or justly other than creative writing. At least seven units beloved than Jane Austen. Reading through her sophomore year, for students going abroad), and must be above 100 level, and of these at least have been in touch with a member of the creative six completed novels, as well as a full selection of two units must be earned in 300-level literature, juvenilia and unfinished or unpublished texts, we writing faculty to plan the major. English majors film, or literary theory courses. At least eight electing the creative writing concentration must will be attempting to re-experience for ourselves of the units for the major must be taken in the the bracing and decidedly un-cozy pleasures of choose a member of the creative writing faculty as department, including the two required units in their advisor. Students who are interested in the Austen’s writing. We will read through the works 300-level courses dealing with literature, film, or in sequence, attempting first to take the measure creative writing concentration, but who do not literary theory; with the approval of a student’s feel confident that they have had sufficient experi- of each of the six major novels, next to discern major advisor, two courses taught within language the narrative of moral and artistic self-revision ence in writing to choose the concentration at the and literature departments and related interdis- time of the election of the major should elect the and discovery that is constituted by the career as ciplinary programs and departments at Wellesley a whole, and finally to engage the major critical English major; they may add the creative writing and other approved schools may be offered for concentration later. disputes in the last half-century of secondary major credit; these may include literature courses writing about Austen. taught in translation or language courses at the Students electing the creative writing concen- Prerequisite: Open to juniors and seniors who have taken third-year level or higher. Students planning tration must fulfill all the requirements of the two literature courses in the department, at least one of to study for a full academic year in a program English major, including ENG 120, a course on which must be 200 level, or by permission of the instructor Shakespeare, the period distribution requirements, to other qualified students. abroad in the United Kingdom should seek the Distribution: Language and Literature counsel of their advisors or the department chair and two 300-level literature courses. It is expected Semester: Spring Unit: 1.0 to avoid running up against the college’s rule that creative writing students will take a focused that 18 courses must be taken outside any one program of critical study in the genre or genres in Department Information department; universities in the U.K. commonly which they specialize. require all courses to be taken within their English In addition to eight courses in the critical study of Courses at the 100 level presume no previous departments. literature, majors in the creative writing concen- college experience in literary study. They provide WRIT 125 does not count toward the major. tration take a minimum of four units of creative good introductions to such study because of their Courses designated 125/120 satisfy both the ENG writing work. Creative writing courses may be subject matter or their focus on the skills of criti- 120 requirement and the WRIT 125 requirement, repeated once for additional credit. A student who cal reading. ENG 120 (Critical Interpretation) is and count as a unit toward the fulfillment of the is extremely motivated and capable of indepen- open to all students, but is primarily designed for major. Other combined sections, such as WRIT dent work and who has the permission of a faculty prospective English majors. The course trains stu- 125/ENG 122, count toward the major as well. advisor may take an independent study (ENG dents in the skills of critical reading and writing. Independent work (350, 360, or 370) does not 350); however, it is recommended that students 200-level literature courses, with the exception count toward the minimum requirement of two take full advantage of the workshop experience of Shakespeare (223 and 224), are open to all 300-level courses for the major or toward the 10 provided by the creative writing courses. A student students without prerequisite. They treat major courses required for the major. 300-level courses qualifying for honors in English and whose pro- writers and historical periods, and provide training in creative writing also do not count toward the posal has been approved by the Creative Writing in making comparisons and connections among minimum requirement of two 300-level courses Committee may pursue a creative writing thesis; different works, writers, and ideas. 300-level litera- for the major. the thesis option, although it includes two course ture courses encourage both students and instruc- units (ENG 360 and ENG 370), can only count tors to pursue their special interests. They presume All students majoring in English must take ENG as one of the four creative writing courses required a greater overall competence, together with some 120 (Critical Interpretation), at least one course in by the concentration. Creative writing faculty gen- previous experience in the study of major writ- Shakespeare (200 level), and two courses focused erally direct creative theses; however, other English ers, periods, and ideas in English or American on literature written before 1900, of which at least department faculty may direct creative theses. literature. They are normally open to juniors and one must focus on literature before 1800. seniors who have taken two literature courses in Courses taken in other departments at Wellesley Requirements for the Minor the department, at least one of which must be 200 College may not be used to satisfy any of the level, and by permission of the instructor to other above distribution requirements for the major. The English minorconsists of five units: qualified students. For independent work (350), With the chair’s permission, courses taken abroad (A) 120 and (B) at least one unit on literature students with at least a 3.33 GPA in courses in the during junior year or on Twelve College Exchange written before 1900 and (C) at least one 300- department will have first consideration. Students may satisfy certain distribution requirements. level unit, excluding 350 and (D) at least four are encouraged to confer with the instructors of ENG 112, 223, 224, and ENG 247/ME/R 247 units, including the 300-level course, taken in the courses in which they are interested. Students do not satisfy the pre-1800 distribution require- department. One course taught within language should consult the more complete descriptions ment. Transfer students or Davis Scholars who and literature departments and related interdepart- of all courses, composed by their instructors and have had work equivalent to 120 at another insti- mental programs at Wellesley and other approved available from the department administrative tution may apply to the chair for exemption from schools may be offered for minor credit; these may assistants. the critical interpretation requirement. include literature courses taught in translation or Creative writing. The English department offers The creative writing concentration in the language courses at the third-year level or higher. beginning and advanced courses in poetry (ENG English major. The creative writing concentration A maximum of two creative writing units may 202 and 302), in fiction (ENG 103, 203, and within the English major is designed for majors be included. A course on Shakespeare can count 301), in children’s literature (ENG 205), and in with a strong commitment to developing their toward the minor, but it does not fulfill the pre- screenwriting (ENG 204/CAMS 204). A literary own creative work. Students electing the creative 1900 requirement.

102 English Honors pollution control. Investigate timely environmen- Environmental Studies tal problems and work toward solutions using The department offers a single path toward skills such as computer modeling, X-ray fuores- honors. The honors candidate does two units of AN INTERDEPARTMENTAL MAJOR cence spectroscopy, and spatial data analysis using independent research culminating in a critical the- AND MINOR GIS. A combination of field and laboratory work sis or a project in creative writing. Applicants for Professor: DeSombre (Director) will be integrated with discussion and readings. honors should have a minimum 3.5 GPA in the Either 101 or 102 may be taken first. Assistant Professor: Griffith, Turner A major (in courses above 100 level) and must apply Prerequisite: Fulfillment of the basic skills component of the to the chair for admission to the program. Except Visiting Associate Professor: Barkin Quantitative Reasoning requirement. Open to first years and in special circumstances, it is expected that stu- sophomores; juniors and seniors may only enroll with per- Postdoctoral Fellow: Higgins dents applying for honors will have completed five mission of the instructor. courses in the major, at least four of which must Advisory Faculty: Besancon (Geosciences), Distribution: Natural and Physical Science. Fulfills the Brabander (Geosciences), Coleman (Chemistry), Quantitative Reasoning overlay requirement. be taken in the English department at Wellesley. Semester: Fall Unit: 1.25 A more detailed description of the department’s Jones (Biological Sciences), Moore (Biological Sciences), Paarlberg (Political Science), Rodenhouse application procedure is available from the depart- ES 102 Environment and Society: Addressing ment’s administrative assistants. (Biological Sciences), Sequeira (Biological Sciences), Thomas (Biological Sciences) Climate Change Barkin Graduate Study Affiliated Faculty: de Bres (Philosophy), Karakasidou This course offers an interdisciplinary introduction (Anthropology), Mattila (Biological Sciences), Stark to Environmental Studies, with a focus on climate Students expecting to do graduate work in English (Physics), Steady (Africana Studies) change. Major concepts that will be examined should ordinarily plan to acquire a reading Environmental Studies is a particular way of include: the state of scientific research, the role of knowledge of one and, if possible, two foreign thinking, conducting research, and posing ques- science, politics, and economics in environmental languages. They should take ENG 382 (Library tions. We recognize that knowledge of societies, decisionmaking, and the importance of history, Theory) or an equivalent course in literary theory. the environment, and the complex and multi- ethics and justice in approaching climate change. They should also consult with the department’s faceted relationship they share, emerges from a The central aim of the course is to help students graduate school advisor, and with their major wide range of disciplines, including the sciences, develop the interdisciplinary research skills neces- advisor, about courses that are appropriate for social sciences, and humanities. An environmental sary to pose questions, investigate problems, and those considering graduate work in English. studies major or minor aims to provide students develop strategies that will help us address our with critical skills that will allow them to engage relationship to the environment. Either 101 or 102 Teacher Certifcation current environmental issues and prepare to rec- may be taken first. Students interested in obtaining certification ognize future ones. Central to this goal is helping Prerequisite: Fulfillment of the basic skills component of the Quantitative Reasoning requirement. to teach English in the Commonwealth of students develop independent critical thinking, problem framing, and problem solving skills Distribution: Social and Behavioral Analysis Massachusetts should consult with the chair of the Semester: Fall, Spring Unit: 1.0 Education department and the English depart- across disciplines and cultures with which they can ment liaison to the Education department. diagnose and prioritize a wide range of environ- mental issues, from the local to the international, ES 111/GEOS 111 First-year Seminar: Where from the most pressing to the most long-term. Should We Store Nuclear Waste? Advanced Placement Policy Because of the interdisciplinary nature of environ- Besancon (Geosciences) mental issues, the program draws upon courses Choices about disposal of radioactive materials Students may receive credits toward their will affect countless future generations. Focusing Wellesley degree for their performance on AP or from multiple departments. Each student will choose electives in consultation with her advisor on several alternative storage facilities, includ- IB examinations. Because no high school course ing Yucca Mountain, Nevada, we will examine is considered the equivalent of a course in the to help focus her studies on an issue or approach that interests her. the important scientific questions that must be English department, the English department does answered for long-term safety of a nuclear reposi- not grant credit toward the major for AP or IB Goals for the Major/Minor tory. Students will learn the scientific principles courses. First-year students and other undeclared ••The Environmental Studies program seeks to governing risk assessment, groundwater move- majors contemplating further study in English are educate students to: ment, volcanism, earthquakes, and the ground- encouraged to consult the department chair or the ••Identify and analyze significant current and past water properties of the repository rocks, and how department pre-major advisor in relation to their each affects the safety of the proposed contain- course selection. Students majoring in English environmental issues using skills that bridge multiple academic disciplines ment facility. We will also examine the evidence should discuss their programs with the chair or and methods used to predict how the waste and their major advisors, and should consult with ••Recognize emerging environmental trends and the containers designed to hold it will behave for them about any changes they wish to make during evaluate emerging issues long periods. Students will identify key issues and their junior and senior years. ••Evaluate multiple political and cultural perspec- produce small group projects examining some of tives on the relationship between human activi- the scientific issues raised by this controversial ties and environmental effects proposal. Students may register for either ES 111 or ••Consider environmental issues politically, eco- GEOS 111 and credit will be granted accordingly. nomically, scientifically, culturally, and ethically Prerequisite: None. Open only to first year students. Distribution: Natural and Physical Science ••Conduct laboratory and field work using current Semester: Fall Unit: 1.0 analytical techniques ••Be confident in oral and written presentation of ES 201/GEOS 201 Methods and Problems in information to audiences with differing levels of Environmental Science with Laboratory knowledge NOT OFFERED IN 2011-12. OFFERED IN ••Research and devise potential solutions for envi- 2012-13. Problems in environmental science are ronmental problems. inherently multidisciplinary and often require a diverse skill set to analyze and solve. This course ES 101 Fundamentals of Environmental will focus on developing a toolbox of skills includ- Science with Laboratory ing field methods, geochemical analysis (natural Griffith, Thomas (Biological Sciences) waters, soils and other environmental materials), Explore the campus and beyond in an interdis- and modeling with a goal of being able to frame ciplinary manner. Topics include the movement and solve environmental problems. Students of materials through the environment, ecosystem will conduct semester-long research projects and analysis, principles of resource management, and

103 Environmental Studies will present their results in a final poster session. in alternate years. Students may register for either tion, urbanization, globalization, democracy, Students may register for either ES 201 or GEOS ES 210 or GEOS 210 and credit will be granted science, and capitalism shaped our sense of place 201 and credit will be granted accordingly. accordingly. and environment, and how does this shift affect Prerequisite: One of the following: 101, GEOS 101, 102, Prerequisite: GEOS 101 or 102, 106 or permission of our imagination of ecological change? The syl- 106 or permission of the instructor. instructor. labus puts classic and contemporary figures from Distribution: Natural and Physical Science Distribution: Natural and Physical Science or Mathematical the humanities into dialogue (for example, Karl Semester: N/O. Offered in 2012-13. Unit: 1.25 Modeling Marx’s critique of capitalism alongside Spike Semester: N/O Unit: 1.25 Lee’s documentary on Hurricane Katrina) in ES 203 Cultures of Environmentalism order to explore the central ecological issues of ES 212/RAST 212 Lake Baikal: The Soul of NOT OFFERED IN 2011-12. OFFERED IN our time, including social injustice, imperialism, Siberia 2012-13. What is environmentalism? This course the mechanization of everyday life, technological explores how different communities of people NOT OFFERED IN 2011-12. OFFERED advancement, risk assessment, social Darwinism, have answered that question in the United States IN 2012-13. The ecological and cultural values eco-psychology, bioengineering, and the digital and abroad. It focuses on the mainstream environ- of Lake Baikal—the oldest, deepest, and most commons. mental movement and other formulations of envi- biotically rich lake on the planet—are examined. Prerequisite: One course in Environmental Studies or the ronmentalism, such as environmental justice, deep Lectures and discussion in spring prepare students Humanities, or permission of the instructor. ecology, animal rights, and indigenous peoples’ for the three-week field laboratory taught at Lake Distribution: Language and Literature concerns for the environment. This course takes Baikal in eastern Siberia in August. Lectures Semester: Fall Unit: 1.0 an interdisciplinary approach to examining the address the fundamentals of aquatic ecology and role of culture in shaping how people have valued the role of Lake Baikal in Russian literature, his- ES 217/BISC 217 Field Botany with the environment and organized to protect it. tory, art, music, and the country’s environmental Laboratory What role do the arts, popular culture, and litera- movement. Laboratory work is conducted primar- Staf ture play in environmental activism? What are the ily out-of-doors and includes introductions to the NOT OFFERED IN 2011-12. Field Botany is ethical and philosophical foundations of modern fora and fauna, field tests of student-generated a combination of “What’s that wildfower?” and environmental movements? How is environmental hypotheses, meetings with the lake’s stakeholders, “Why does it grow over there and not here?” activism historically specific and shaped by par- and tours of ecological and cultural sites sur- The course merges aspects of plant systematics ticular constructions of race, gender, religion, and rounding the lake. Students may register for either and identification (with an emphasis on learning nature? The goal of this course is to consider how ES 212 or RAST 212 and credit will be granted the local fora and important plant families) and environmental activism and decision-making can accordingly. Not ofered every year. Subject to Dean’s plant ecology (with an emphasis on ecological and must be sensitive to cultural context. Office approval. interactions and phenomena unique to plants). Laboratories will primarily be taught in the field Prerequisite: 101, 102, or permission of instructor. Prerequisite: 101 or BISC 111, RUSS 101, and permission of Distribution: Religion, Ethics, and Moral Philosophy the instructors. Preference will be given to students who have and greenhouses and will include using dichoto- Semester: N/O. Offered in 2012-13. Unit: 1.0 also taken HIST 211. Application required. mous and Web-based keys to identify plants, Distribution: Natural and Physical Science observational and experimental studies, and long- ES 207 The Modern Environmental Semester: N/O. Offered in 2012-13. Unit: 1.25 term study of forest patches on the Wellesley cam- Imagination: Introduction to Environmental pus. Laboratories will also include experimental ES 214/POL2 214 Social Causes and Literature design and data analysis. The goal of Field Botany Consequences of Environmental Problems Nadir is not only to train students in botany and plant DeSombre This seminar surveys works of environmental ecology, but to engage them in botany every time This course focuses on the social science explana- literature written in the last 150 years. Readings they step outside. Students may register for either tions for why environmental problems are created, come from a wide range of literary genres, includ- ES 217 or BISC 217 and credit will be granted the impacts they have, the difficulties of address- ing travel writing, slave narrative, memoir, essays, accordingly. ing them, and the regulatory and other actions poetry, and fiction, and are arranged somewhat Prerequisite: 101 or BISC 108 or BISC 111/113 or permis- that succeed in mitigating them. Topics include: chronologically to help us trace continuities and sion of instructor. externalities and the politics of unpriced costs and ruptures in environmental writing. As we cover a Distribution: Natural and Physical Science benefits, collective action problems and interest- Semester: N/O Unit: 1.25 wide range of ecological themes—environmental group theory, time horizons in decision-making, justice, risk, postcolonialism, animal rights, the politics of science, risk and uncertainty, ES 220 Environmental Limits and the back-to-the-land movement, deep ecology, comparative political structures, and cooperation Conservation with Laboratory globalization, media, and race, class, and gender— theory. Also addressed are different strategies for Griffith, Thomas (Biological Sciences) attention will be paid to the role of “literariness” changing environmental behavior, including com- The growing use of global resources challenges our in these texts, i.e. the literary strategies used to mand and control measures, taxes, fees, and other ability to conserve resources themselves, as well as imagine, construct, and narrate ecological issues. market instruments, and voluntary approaches. species, ecosystems, and environmental quality. Students will acquire a rich eco-critical vocabulary These will all be examined across multiple coun- This brings up fundamental questions regarding that will include the basics of literary study as tries and levels of governance. Students may register limits to the sustainability of human and natural well as the tools required to discuss the modern for either ES 214 or POL2 214 and credit will be systems. This course investigates these far-reaching environmental imagination across art, literature, granted accordingly. concepts by examining topics such as fundamen- and culture. Prerequisite: 102, or one course in political science, or per- tals and implications of thermodynamics, energy Prerequisite: WRIT 125 plus one course in Environmental mission of the instructor. and material fow through human and natural Studies or one Literature course, or permission of instructor. Distribution: Social and Behavioral Analysis systems, conservation of resources and biodiver- Distribution: Language and Literature Semester: Fall Unit: 1.0 Semester: Spring Unit: 1.0 sity, and natural resource management. We will also explore the role of science and technology ES 215 Critical Theories of the Environment: ES 210/GEOS 210 Hydrogeology—Water and in surmounting previous limits (e.g. energy con- Sustainability, Modernity, Democracy Pollutants with Laboratory sumption and agricultural yields), as well as the Nadir implications of inherent limits that may never be NOT OFFERED IN 2011-12. Investigation of This course emphasizes the role of the humani- broken. Laboratory work will focus on quantita- water supply and use. Principles of surface and ties in imagining a just and sustainable planet. tive skills and tools used to assess the sustainability groundwater movement and water chemistry are Through the study of literature, art, and critical/ of different systems. applied to the hydrologic cycle to understand cultural theory, students examine the moderniza- sources of water for human use. Mathematical Prerequisite: One of the following: ES 101, GEOS 101 or tion processes that have revolutionized humanity’s 102, BISC 108 or permission of the instructor. groundwater models are used to understand relationships to the earth, not only increasing the Distribution: Natural and Physical Science groundwater movement and pollutant plumes. speed of natural-resource consumption but also Semester: Spring Unit: 1.25 Quantity and quality of water and the limitations reorganizing cultural ideologies, belief-systems, they impose are considered. Normally ofered and patterns of thought. The central questions of ES 215 are: how have imperialism, industrializa-

104 Environmental Studies ES 222 Dynamic Modeling of Environmental ES 306/CHEM 306 Seminar. Green Chemistry Prerequisite: ES 214/POL2 214 or ECON 228 or permis- sion of the instructor. Issues NOT OFFERED IN 2011-12. OFFERED IN Distribution: Social and Behavioral Analysis Coleman (Chemistry) 2012-13. A study of the impact of chemicals and Semester: Spring Unit: 1.0 NOT OFFERED IN 2011-12. A hands-on the chemical industry, broadly defined, on the introduction to the application of systems global environment, and on emerging approaches ES 312/POL2 312S Seminar: Environmental dynamics to developing computer-based models to reducing that impact. The major focus will Policy for complex problems, with an emphasis on the be on the fundamentals of designing chemical Barkin environment. Starting with simple closed sys- processes that produce smaller amounts of harm- Focuses both on how to make and how to study tems, students will develop models of increasing ful by-products, reduce the use of toxic solvents, environmental policy. Examines issues essential in sophistication and complexity for issues such as exploit catalysis, and maximize the conversion understanding how environmental policy works population dynamics, air and water pollution, of reactants to the desired product. We will also and explores these topics in depth through case energy production and usage, waste management examine the economic and political issues that studies of current environmental policy issues. and sustainable development. Emphasis will be surround green chemistry. Students may register Students will also undertake an original research placed on the principles of problem solving and for either ES 306 or CHEM 306 and credit will be project and work in groups on infuencing or systems dynamics and on developing models that granted accordingly. creating local environmental policy. Students may refect, as closely as possible, real-world situations Prerequisite: CHEM 205 and CHEM 211, or CHEM 120 register for either ES 312 or POL2 312S and credit and the interrelatedness of various environmental and CHEM 211, or permission of the instructor. will be granted accordingly. concerns. Distribution: Natural and Physical Science Prerequisite: 214 or one 200-level unit in political science Prerequisite: 101 and successful completion of the Semester: N/O. Offered in 2012-13. Unit: 1.0 and permission of instructor. Enrollment limited to juniors Quantitative Reasoning requirement, or permission of the and seniors. instructor. ES 307/BISC 307 Advanced Topics in Ecology Distribution: Social and Behavioral Analysis Distribution: Natural and Physical Science or Mathematical with Laboratory Semester: Fall Unit: 1.0 Modeling Semester: N/O Unit: 1.0 NOT OFFERED IN 2011-12. ES 315/GEOS 315 Environmental Prerequisite: Two units in Biological Sciences at the 200-level Geochemistry with Laboratory ES 299/HIST 299 U.S. Environmental History or above, or permission of the instructor. Brabander Distribution: Natural and Physical Science NOT OFFERED IN 2011-12. OFFERED IN Semester: N/O Unit: 1.25 Accurately predicting the fate and transport of 2012-13. This course examines the relationship naturally occurring toxic elements and anthropo- between nature and society in American his- ES 308/GEOS 308 Wetlands Science with genic compounds in the environment requires a tory. The course will consider topics such as the Laboratory broad set of multidisciplinary skills. This course decimation of the bison, the rise of Chicago, the introduces geochemical approaches including mass history of natural disasters, and the environmental NOT OFFERED IN 2011-12. Wetlands are balance, residence time, isotope fractionation, and consequences of war. There are three goals for this among the most important environments on thermodynamic and kinetic modeling necessary to course: First, we will examine how humans have Earth, yet are widely undervalued and misunder- fingerprint sources of pollutants and track them interacted with nature over time and how nature, stood. Wetland science is an exciting, growing in water, soil, and plants. These fundamentals will in turn, has shaped human society. Second, we field, critical to addressing issues ranging from be explored in several classic case studies and in will examine how attitudes toward nature have modern shoreline stabilization to fossil fuel extrac- semester-long geochemical research projects con- differed among peoples, places, and times and we tion. This course will focus on sediment-water ducted by small groups. Normally ofered in alter- will consider how the meanings people give to interactions that create and maintain saltwater and nate years. Students may register for either ES 315 or nature inform their cultural and political activities. freshwater wetland environments, and on the roles GEOS 315 and credit will be granted accordingly. played by organisms within the geologic frame- Third, we will study how these historical forces Prerequisite: One course above the 100 level in two of the have combined to shape the American landscape work. Field trips to nearby wetlands will provide following disciplines: Geosciences, Chemistry, Biological and the human and natural communities to which opportunities to make observations, collect Sciences or Environmental Studies; or permission of the it is home. While this course focuses on the past, samples and develop research questions in con- instructor. Distribution: Natural and Physical Science or Mathematical an important goal is to understand the ways in sultation with scientists studying and managing wetlands. These will be complemented by labora- Modeling which history shapes how we understand and Semester: Spring Unit: 1.25 value the environment as we do today. Students tory sessions introducing techniques for sample analysis and by relevant readings. Final reports will may register for either ES 299 or HIST 299 and ES 325/POL3 325 International be submitted to organizations like the National credit will be granted accordingly. Environmental Law Park Service or National Estuarine Research Prerequisites: 101, or 102, or an American history course, or DeSombre Reserve System. Two weekend field trips required. permission of the instructor. NOT OFFERED IN 2011-12. Examines the Normally ofered in alternate years. Students may Distribution: Historical Studies basic legal instruments and their historical devel- register for either ES 308 or GEOS 308 and credit Semester: N/O. Offered in 2012-13. Unit: 1.0 opment in addressing international environmental will be granted accordingly. issues. Under what conditions have states been ES 300 Environmental Decisionmaking Prerequisite: ES 201/GEOS 201, 203, 208 or permission of able to cooperate to improve the global environ- DeSombre instructor. ment? Negotiation of, compliance with, and An interdisciplinary seminar in which students Distribution: Natural and Physical Science effectiveness of international environmental law, work together in small groups to understand Semester: N/O Unit: 1.25 and specific environmental issue areas in which and develop solutions for current environmental international environmental law operates will be problems. Each year, we focus on a given environ- ES 309 Our Food, the Food System, and the Environment addressed. Students may register for either ES 325 or mental issue of concern to our community, e.g., POL3 325 and credit will be granted accordingly. environmental implications of building design, Barkin energy use, or water quality. In particular, we The central aim of the course is to address the Prerequisite: POL3 221 or ES 214/POL2 214 or permission of instructor. work to understand its scientific background, the question of how we should think about what we eat, and how we grow it. It applies the interdisci- Distribution: Social and Behavioral Analysis political processes that lead to potential solutions, Semester: N/O Unit: 1.0 and the ethical and environmental justice implica- plinary skills of environmental studies to the study of our food system, and its relationship with both tions. Student-led research provides the bulk of ES 327/BISC 327 Seminar: Biodiversity Topics our natural and our social environments. It looks the information about the issue and its role in our Rodenhouse at issues of industry and capitalism in how our local environment; lectures and readings provide Topic for 2011-12: Global Change Biology. food is grown, processed, and sold, and at par- supplementary information about the local situa- We live on a new Earth, one in which natural eco- ticular questions such as the role of meat and of tion and the global context. systems occur within and are strongly infuenced genetically modified organisms in our diet. Finally, Prerequisite: A declared major or minor in environmental by surrounding anthropogenic systems. Human it looks at the aims and the potential of organic, studies, 101 or 102 and completion of the three breadth dis- activities: agriculture, deforestation, urbanization, local, and slow food movements. tribution requirements, or permission of the instructor. This pollution, climate change, transplantation of course is only open to juniors and seniors. Distribution: None species, hunting and harvesting, now create the Semester: Spring Unit: 1.0 105 Environmental Studies conditions in which all other organisms live; yet, ES 250 Research or Individual Study GEOS 110 The Coastal Zone: Intersection of these new systems are poorly known. This course Prerequisite: Permission of the instructor, ordinarily limited Land, Sea, and Humanity with Laboratory will examine the causes of ongoing environmental to students who have completed at least three units toward GEOS 208 change, how complex biological systems are their major. [ Oceanography] studied, and the observed and projected biological Distribution: None GEOS 304 Sedimentology with Laboratory consequences of environmental change. To gain Semester: Fall, Spring Unit: 1.0 GEOS 320 in-depth knowledge, small groups of students will Isotope Geochemistry complete a research project on a relevant topic ES 250H Research or Individual Study PHIL 233 Environmental Ethics Students may register for either Prerequisite: Permission of the instructor, ordinarily limited that they choose. POL3 332S Seminar. People, Agriculture, and the ES 327 or BISC 327 and credit will be granted to students who have completed at least three units toward Environment accordingly. their major. Distribution: None Prerequisite: Two units in Biological Sciences at the 200-level Semester: Fall, Spring Unit: 0.5 or above, or permission of instructor. Requirements for the Major Distribution: Natural and Physical Sciences Semester: Spring Unit: 1.0 ES 350 Research or Individual Study There are three components to the 10-course Prerequisite: Permission of the instructor, ordinarily limited major: ES 381/POL1 381 United States to students who have completed at least five units toward 1. Three core courses (ES 101, ES 102, and ES their major. Environmental Politics Distribution: None 300). NOT OFFERED IN 2011-12. OFFERED IN Semester: Fall, Spring Unit: 1.0 2. One course in each of these categories provides 2012-13. This course examines the politics of breadth: ES 350H Research or Individual Study environmental issues in the United States. The a. Science: ES 201 or BISC 201 or ES 220 course has two primary goals: First, to introduce Prerequisite: Permission of the instructor, ordinarily limited b. Social Science: ES 214 or ECON 228 students to the institutions, stakeholders, and to students who have completed at least five units toward their major. (which requires ECON 101 as a prerequisite) political processes important to debates over c. Humanities: ES 203 or ES 299 or PHIL 233 environmental policy at the federal level. Second, Distribution: None Semester: Fall, Spring Unit: 0.5 or ES 207 or ES 215 to develop and practice skills of analyzing and 3. Four electives from Environmental Studies making decisions relevant to environmental ES 360 Senior Thesis Research politics and policy. Drawing on the literature of courses and the list of Courses for Credit environmental politics and policy, this course will Prerequisite: By permission of the advisory faculty. See Toward the Major, at least two of which must Honors in Environmental Studies. be at the 300 level. consider how environmental issues are framed in Distribution: None political discourse, various approaches to environ- Semester: Fall, Spring Unit: 1.0 Note that ES 201, ES 203, ES 207, ES 214, ES mental advocacy and reform, and the contested 215, ES 299, BISC 201, ECON 228, and PHIL role of science in environmental politics. The ES 370 Senior Thesis 233 can be taken as electives (but no single course course will be organized around environmental Prerequisite: 360 and permission of department. can fulfill two requirements for the major). These case studies, including endangered species conser- Distribution: None courses should be approved by the student’s advi- vation, public lands management, air and water Semester: Fall, Spring Unit: 1.0 sor prior to enrollment. Two half-credit courses pollution, and toxics regulation. Students may may be combined to count towards a single register for either ES 381 or POL1 381 and credit Courses for Credit Toward elective. will be granted accordingly. the Major Students may count no more than three courses Prerequisites: 102, 214, POL1 200, or permission of the taken away from Wellesley towards the environ- instructor. The following courses may be used as electives. No mental studies major. These courses should be Distribution: Social and Behavioral Analysis Semester: N/O. Offered in 2012-13. Unit: 1.0 more than one 100-level course may be used as an approved by the director prior to enrollment. elective for the major and 100-level electives may not be used for the minor. Courses not listed may Requirements for the Minor Individual Study be accepted by petition. (Note that some 200- and There are three components to the 5-course ES 250 or 350 (Research or Individual Study) can 300-level courses have prerequisites outside of minor: be advised by any member of the advisory faculty required Environmental Studies courses.) 1. Core: Either ES 101 or ES 102. in environmental studies. They may count towards AFR 226 Environmental Justice, “Race,” and the area of concentration. A half-unit course may Sustainable Development 2. Breadth: one course in each of these categories: only count as credit towards the major when a. Science: ES 201 or BISC 201 or ES 220 combined with another half-unit course. Only BISC 106 Environmental Biology with b. Social Science: ES 214 or ECON 228 two units of independent study may be counted Laboratory (which requires ECON 101 as a prerequisite) towards the major. ES 350 courses may not be BISC 108 Environmental Horticulture with c. Humanities: ES 203 or ES 299 or PHIL 233 used to fulfill the minimum requirement that two Laboratory or ES 207 or ES 215 electives be at the 300 level. BISC 201 Ecology with Laboratory 3. One elective from ES courses or Courses for ES 250GH Environmental Studies Reading BISC 202 Evolution with Laboratory Credit Toward the Major. (ES 300 may be cho- sen as the elective.) Group BISC 210 Marine Biology with Laboratory Griffith Students may count no more than three courses BISC 308 The ES program runs a weekly reading group on Tropical Ecology with Wintersession taken away from Wellesley towards the envi- changing topics. Readings will be chosen based Laboratory ronmental studies major and no more than one on the interests of the participating students and BISC 314 Environmental Microbiology with course taken away from Wellesley towards the faculty members. Students who enroll commit Laboratory environmental studies minor. These courses should be approved by the director prior to enroll- to coming to each week’s discussion, preparing BISC 319 Population Genetics and Systematics: ment. AP credit in Environmental Science cannot a set of responses to the week’s reading, and, in Evolution on Islands with Laboratory collaboration with other group members, selecting be used to replace any Environmental Studies some of the weekly topics and readings. Grading is ECON 228 Environmental and Resource requirements. mandatory Credit/No Credit. Economics Prerequisite: Permission of the instructor, normally limited GEOS 101 Earth Processes and the Environment to students that have taken two courses in Environmental with Laboratory Studies. Distribution: None GEOS 102 The Dynamic Earth with Laboratory Semester: Fall Unit: 0.5

106 Environmental Studies Honors Extradepartmental Marine Studies Consortium The only route to honors in the major is writing a Courses thesis and passing an oral examination. A student The following section includes courses of interest to students in various disciplines. The Marine Studies Consortium offers courses whose GPA in courses in her environmental stud- focusing on a variety of aquatic topics. These ies major is 3.5 or higher may apply to write an courses are taught at neighboring institutions and honors thesis. The proposal should be submitted EXTD 105 First-year Seminar: The Nuclear are open to a limited number of Wellesley stu- in April of the student’s junior year. Students Challenge dents by permission of the consortium representa- should have identified a topic, an advisor, and Kolodny (Chemistry) tive, Marianne Moore, Department of Biological a committee of two additional faculty members Since the discovery of nuclear fission in the 1930s, Sciences. (one of whom must have expertise in areas outside the potential of nuclear energy both for war and the topic or approach of the proposed thesis) for peace has presented an ongoing challenge to before applying. The applications are evaluated by humanity. Daily newspaper accounts of develop- EXTD 123 Water Resources Planning and the advisory faculty. Students planning to study ments in Iran, North Korea and Japan, and of the Management abroad should discuss their interest in honors with need for sources of energy other than fossil fuels A comprehensive introduction to the economics potential advisors during their sophomore year, highlight the importance of understanding the and ecology of water supply and water pollution and plan to submit their application in April of potential of the nucleus. This course will examine control. Topics include watershed management, their junior year abroad. During the spring semes- the development of nuclear weapons and the trea- groundwater and wetlands protection, and ter of their senior year, students are expected to ties limiting them, as well as the ongoing danger wastewater treatment. The inherent difficulty in give a public presentation of their thesis research of nuclear terrorism. It will also examine peaceful applying static laws and regulations to a dynamic to the Wellesley Community. For the complete uses of nuclear energy for the generation of elec- natural resource such as water is a recurring Honors Thesis Guidelines, please visit the ES tricity and for medical diagnosis and treatment, theme. Ofered by the Marine Studies Consortium. Program website at http://www.wellesley.edu/ as well as the waste disposal problems that result Prerequisite: None. Open to students by permission of the EnvironmentalStudies/Curriculum/honors.html from these uses. Course materials will include pri- consortium representative, Marianne Moore, Department of mary and secondary historical documents, litera- Biological Sciences. ture and films. No scientific background required. Distribution: None Off-Campus Programs Semester: Fall Unit: 1.0 Prerequisite: None. Open to first-year students only. By special arrangement with the Ecosystems Distribution: Historical Studies EXTD 128 Coastal Zone Management Center of the Marine Biological Laboratory and Semester: Fall Unit: 1.0 the Marine Studies Consortium, Wellesley College This course presents a survey of the coastal students in good standing may apply for courses EXTD 106 First-year Seminar: Women in environment, its physical characteristics, natural in these off-campus programs. The number of Science: Their Lives and Work systems, economic uses, and development pres- participants in each program is limited (see Special Wolfson (Chemistry) sures. Lectures examine strategies formulated in Academic Programs). Students should also con- This course will explore the pursuit of science by the United States for land and water-resource sider courses at MIT and Olin College. Courses women in twentieth and twenty-first centuries. management in the coastal zone. The roles of at MIT and Olin, as well as EXTD courses count We will focus on women’s participation in specific federal, state, and local government, environmen- as Wellesley courses, rather than as courses taken areas of science and their day-to-day experiences. tal groups, and resource users are also explored. off campus, for the purposes of the environmen- Among the issues to be addressed—through Finally, by comparing coastal-zone management tal studies major, but specific courses must be biographies, oral histories, statistics, and scientific problems in the United States to those elsewhere approved by the student’s advisor to count towards papers—are the nature of scientific work and dif- in the world, students gain a global perspective. the major. For courses offered during the Semester ferences among fields, women’s accomplishments Ofered by the Marine Studies Consortium. in Environmental Studies, Ecosystems Center of and recognition in the sciences, and barriers to Prerequisite: None. Open to students by permission of the the Marine Biological Laboratory, Woods Hole, success. We will consider theories concerning consortium representative, Marianne Moore, Department of Massachusetts, see www.mbl.edu/SES. women’s involvement in the scientific enterprise Biological Sciences. and how these theories have changed over time. Distribution: None Semester: Spring Unit: 1.0 Sustainability Certifcate Mandatory credit/noncredit. Prerequisite: None. Open to first-year students only. EXTD 225 Biology of Fishes Program Distribution: Social and Behavioral Analysis Semester: Fall Unit: 1.0 This upper-level survey course covers the evolu- The new Three College Sustainability Certificate tion, systematics, anatomy, physiology, and Program, beginning in Fall 2011, is available to EXTD 160 Introduction to Engineering behavior of freshwater, marine, and anadromous undergraduate students enrolled at Wellesley, Turbak fishes from temperate to tropical environments. Olin, and Babson Colleges, who will take it Engineering is about combining ideas from The course also examines the diversity of fish alongside the degree programs they are following mathematics, physics, computer science, and interactions in aquatic communities: predator/ on their respective campuses. See “Sustainability many other fields to design objects and systems prey relationships, host/symbiont interactions, Certificate Program” in the Wellesley Course that serve human needs. This project-based course and the various roles of fishes as herbivores. Study Catalog for details. introduces the big ideas of engineering and pre- of inter- and intra-specific predator-prey relation- pares students for taking additional engineering ships among fish populations in aquatic commu- courses at Olin College or MIT. Topics include: nities integrates principles of ecology. Ofered by the design and construction of mechanisms using the Marine Studies Consortium. rapid prototyping tools such as laser cutters, 3D Prerequisite: One year of general biology and two upper- printers, and computer-aided design software level biology courses. Open to students by permission of the (SolidWorks); modeling and controlling physi- consortium representative, Marianne Moore, Department of cal systems using the MATLAB and Simulink Biological Sciences. Distribution: None programming environments; and feedback and Semester: Spring Unit: 1.0 control using digital electronics (microcontrollers). Prerequisite: PHYS 107 or the equivalent or by permission of the instructors. Distribution: Mathematical Modeling or Natural and Physical Sciences Semester: Spring Unit: 1.0

107 Extradepartmental EXTD 226 Biology of Whales cal camera, along with data from other telescopes First-year Seminar and the internet. Students considering a major This upper-level course examines the biology and in science are especially encouraged to elect this conservation of cetaceans: whales, dolphins, and Program course. Evening laboratory at the observatory. porpoises. Topics include physiology, population Mandatory credit/noncredit. biology, life history analysis, molecular genetics, The First-year Seminar Program offers courses Prerequisite: Open to first-year students only. Fulfillment of morphology, distributional ecology, and social across a wide range of disciplines and topics, as listed below. Enrollment is limited to a small the basic skills component of the Quantitative Reasoning behavior. Lectures first focus on the biology of requirement. cetaceans and how they are adapted to the marine number of first-year students, and the courses Distribution: Natural and Physical Science or Mathematical environment. Subsequent lectures use case studies emphasize active, collaborative, and creative learn- Modeling to review how biological principles can be applied ing. Courses may fulfill specific distribution and/ Semester: Spring Unit: 1.0 to the conservation of a wide range of cetacean or major requirements. species. Ofered by the Marine Studies Consortium. Goals for the FYS Program ASTR 108 First-year Seminar: Discovering Our Universe with Laboratory Prerequisite: One year of general biology and two upper- 1. Shape student expectations of the values, rigor, McLeod level biology courses. Open to students by permission of the aspirations and rewards of the intellectual consortium representative, Marianne Moore, Department of This Seminar leads students through hands-on Biological Sciences. enterprise practiced in a vibrant and supportive exploration of the structure of the universe and Distribution: None academic community. our place within it. We will measure the size, Semester: Spring Unit: 1.0 2. Foster skills and habits of mind essential for shape, and spin of the earth by using simple intellectual inquiry. homemade instruments to observe the sky. We 3. Build a sense of intellectual and social commu- will learn to use Wellesley’s own telescopes to nity among students from diverse backgrounds explore the arrangement and contents of our own in a cooperative and collaborative learning Solar System. Finally, we will determine our place environment. within the Milky Way galaxy and the universe using data obtained from the National Virtual 4. Create opportunities early in a student’s college Observatory. No prior experience in astronomy career for close interaction with faculty and for is required, but algebra and trigonometry will the individualized instruction typical of a liberal be used. Evening laboratory at the observatory. arts education. Mandatory credit/noncredit. 5. Demonstrate how knowledge is constructed in Prerequisite: Open to first-year students only. Fulfillment of a particular field. the basic skills component of the Quantitative Reasoning requirement. Distribution: Natural and Physical Science or Mathematical ARTH 175/BISC 175 First-year Seminar: The Modeling Art and Science of Food in Italy, from the Semester: Fall Unit: 1.0 Renaissance to the Slow Food Movement Musacchio, Jones (Biological Sciences) BISC 106 First-year Seminar: Environmental This seminar explores food and agriculture in Biology with Laboratory the art and life of Italy from the Renaissance Rodenhouse to the present day. We will analyze methods of In this course we will take a “Google Earth” and attitudes towards growing, harvesting, and approach to understanding humanity’s role on preparing food, as well as the representation of our blue-green planet. We will zoom in from the food in art and the material culture surrounding Earth’s energy budget to the evolutionary effects its production and consumption. We will also of choices made by individual water striders on a investigate the biology of relevant crops to under- New England stream and we will explore the theo- stand the nutritional rewards and horticultural retical and practical implications of our findings. and environmental challenges of producing them. Labs will be conducted primarily out-of-doors: Using our Italian food garden, students will keep in the snow, at the seashore, on rivers, in lakes, journals about specific crops and research, harvest, under the forest canopy and over a mountaintop. and prepare them using historical recipes. Each Emphases will be on keen observation, creative week will involve one discussion session based thinking, synthesis and extrapolation of ideas, on multidisciplinary readings and one laboratory exploration and discoveries large and small, intel- session that will include work in the Greenhouses, lectual and physical. Special Collections, and trips to farms and muse- Prerequisite: Open to first-year students only. Fulfillment of ums. Students may register for either ARTH 175 or the basic skills component of the Quantitative Reasoning BISC 175 and credit will be granted accordingly. requirement. Mandatory credit/non-credit. Distribution: Natural and Physical Science Semester: Fall Unit: 1.25 Prerequisite: None. Open to first-year students only. Distribution: None Semester: Fall Unit: 1.0 BISC 112 First-year Seminar: Exploration of Cellular and Molecular Biology with ASTR 107 First-year Seminar: Extrasolar Planet Laboratory Research with Laboratory Peterman McLeod Seminar-style introduction to life at the cellular This Seminar gives first year students a chance to and molecular level, designed as an alternative to “learn science by doing science” in the explod- 110 for students with strong high school prepara- ing field of extrasolar planets, i.e. planets that tion (such as AP, IB, or other). The course will orbit stars other than our Sun. There are many include eukaryotic and prokaryotic cell structure, hundreds of such planets known, and the number function of biological macromolecules, cellular is growing all the time with the launch of new metabolism, molecular genetics, and mechanisms spacecraft and ground-based telescope projects. of growth and differentiation, with an emphasis Students will develop an understanding of the on experimental approaches to investigating these physics needed to detect and understand such topics. This course will aim to develop students’ systems, and will participate in several bona-fide skills in data analysis and scientific writing along research efforts. Projects will include data taken with building foundational knowledge in the field. with our 24” research telescope and its astronomi- Lab sections are shared with 110. This course dif-

108 First-year Seminar Program fers from 110 in its small class size and discussion- with the core ideas of enlightenment and rational- Adventures of Huckleberry Finn, William Faulkner’s based format; it meets for one discussion and one ism (critique, tolerance, universalism, seculariza- The Sound and the Fury, Zora Neale Hurston’s lab session per week. Either 110/112 or 111/113 tion, etc.) and will learn to understand how these Their Eyes Were Watching God, and Ralph Ellison’s may be taken first. ideas were debated and articulated in different The Invisible Man), but also and necessarily a Prerequisite: A score of 4 or 5 on the Biology AP exam or and yet related arts, disciplines, and cultural and course in the complex relationships between black equivalent experience or permission of instructor. Fulfillment political discourses. They will become familiar and white Americans, between individual psyches of the basic skills component of the Quantitative Reasoning with patterns of intellectual transfer across Europe and the almost overwhelming pressures of culture requirement. One section in the fall will be open to first-year and the US, and they will develop an understand- and society, and between fiction and history. students only. ing of how deeply the legacy of enlightenment has Mandatory credit/noncredit. Distribution: Natural and Physical Science infuenced the world we live in today. Semester: Fall Unit: 1.0 Prerequisite: None. Open to first-year students only. Prerequisite: None. Open only to first-year students. Distribution: Language and Literature Distribution: Language and Literature Semester: Fall Unit: 1.0 BISC 113 First-year Seminar: Exploration of Semester: Fall Unit: 1.0 Organismal Biology with Laboratory ES 111/GEOS 111 First-year Seminar: Mattila, Dolce EDUC 117 First-year Seminar: Diversity in Where Should We Store Nuclear Waste? An exploration of the central questions, concepts, Education Besancon (Geosciences) and methods of experimental analysis in selected Hong Choices about disposal of radioactive materials areas of organismal biology, designed as an alter- This course will introduce students to the com- will affect countless future generations. We will native to 111 for students with strong high school plex, multifaceted issues shaping diversity in examine the important scientific questions that preparation (such as AP, IB, or other). Topics educational settings. Students will examine various must be answered for long-term safety of a nuclear include: the evolution and diversification of life, theoretical approaches such as multiculturalism, repository. Students will learn the scientific prin- the form and function of plants and animals, culturally relevant pedagogy, inclusion, and critical ciples governing risk assessment, groundwater and ecological interactions among organisms, pedagogy that shape and inform how educational movement, volcanism, earthquakes, and the with an emphasis on laboratory methods, data institutions address diversity. We will discuss groundwater properties of the repository rocks, analysis, and science writing. Lab sections are diversity across multiple perspectives—race, and how each affects the safety of the proposed shared with 111. This course differs from 111 in class, culture, ethnicity, sexuality, and disabil- containment facility. We will also examine the evi- its smaller class size, a seminar-style format, and a ity—promoting broad and expansive conceptions dence and methods used to predict how the waste focus on discussion of landmark scientific studies of diversity. Because a greater understanding of and the containers designed to hold it will behave that shape this field; it meets for one discussion diversity often comes from personal experiences for long periods. Students will pair up to produce and one lab session per week. Either 110/112 or and relationships built across difference (e.g., race, posters examining some of the issues for a public 111/113 may be taken first. class, ethnicity), this seminar will also require stu- session at the end of the semester. Students may Prerequisite: A score of 4 or 5 on the Biology AP exam or dent participation in an urban educational setting register for either ES 111 or GEOS 111 and credit equivalent experience or permission of instructor. Fulfillment through the partnership with a Cambridge-based will be granted accordingly. of the basic skills component of the Quantitative Reasoning requirement. One section in the fall will be open to first-year educational organization. Through the shared Prerequisite: None. Open only to first year students. students only. field-based experience, students will forge connec- Distribution: Natural and Physical Science Distribution: Natural and Physical Science. Fulfills the tions between what they read and discuss in the Semester: Fall Unit: 1.0 Quantitative Reasoning overlay course requirement. seminar with what they see and experience in the Semester: Fall Unit: 1.0 field.Mandatory credit/noncredit. EXTD 105 First-year Seminar: The Nuclear Prerequisite: None. Open to first-year students only. Challenge BISC 175/ARTH 175 First-year Seminar: Distribution: Social and Behavioral Analysis Kolodny (Chemistry) The Art and Science of Food in Italy, from the Semester: Spring Unit: 1.0 Since the discovery of nuclear fission in the 1930s, Renaissance to the Slow Food Movement the potential of nuclear energy both for war and Jones, Musacchio (Art) ENG 150 First-Year Seminar in English for peace has presented an ongoing challenge to This seminar explores food and agriculture in A seminar for first-years that focuses attention on humanity. Daily newspaper accounts of devel- the art and life of Italy from the Renaissance a particular literary topic, problem, or body of opments on Iran and North Korea, and of the to the present day. We will analyze methods of texts. need for sources of energy other than fossil fuels and attitudes towards growing, harvesting, and highlight the importance of understanding the preparing food, as well as the representation of Topic A for 2011-12: Brand-New Poetry potential of the nucleus. This course will examine food in art and the material culture surrounding Chiasson the development of nuclear weapons and the trea- its production and consumption. We also will This is a course in brand-new poetry, published ties limiting them, as well as the ongoing danger investigate the biology of relevant crops to under- no more than a year or so ago. We will provide of nuclear terrorism. It will also examine peaceful stand the nutritional rewards and horticultural an overview of contemporary poetry and, via uses of nuclear energy for the generation of elec- and environmental challenges of producing them. contemporary poetry, the contemporary American tricity and for medical diagnosis and treatment, Using our Italian food garden, students will keep cultural scene. We will also consider the problem as well as the waste disposal problems that result journals about specific crops and research, harvest, of reading and responding to new art in general, from these uses. Course materials will include pri- and prepare them using historical recipes. Each art for which aesthetic criteria and guidelines mary and secondary historical documents, litera- week will involve one discussion session based might not yet exist; the meaning of publication, ture and films. No scientific background required. on multidisciplinary readings and one laboratory especially as new media have changed it; the role Prerequisite: None. Open to first-year students only. session that will include work in the Greenhouses, of criticism and reviewing in shaping new books’ Distribution: Historical Studies Special Collections, and trips to farms and muse- receptions; and the role poetry, an ancient and Semester: Fall Unit: 1.0 ums. Students may register for either BISC 175 or some would say outdated art, plays in American ARTH 175 and credit will be granted accordingly. culture at the present time. The course is EXTD 106 First-year Seminar: Women in Mandatory credit/non-credit. primarily a discussion-based seminar, but students Science: Their Lives and Work Prerequisite: None. Open to first-year students only. will attend Boston poetry readings and events, and Wolfson (Chemistry) Distribution: None be asked to present independent research in class. This course will explore the pursuit of science by Semester: Fall Unit: 1.0 Prerequisite: None. Open to first-year students only. women in twentieth and twenty-first centuries. Distribution: Language and Literature We will focus on women’s participation in specific CPLT 120 First-year Seminar: Master of Semester: Fall Unit: 1.0 areas of science and their day-to-day experiences. Suspicion: Readings in Enlightenment Topic B for 2011-12: Race in the Great Among the issues to be addressed—through Nolden (German) American Novel biographies, oral histories, statistics, and scientific The course will focus on the main tenets of the Peltason papers—are the nature of scientific work and dif- Enlightenment and thus introduce students to an How to read a novel, and how novels read and ferences among fields, women’s accomplishments important segment of European and American have written the narrative of American racial his- and recognition in the sciences, and barriers to intellectual history. Students will become familiar tory. This will be primarily a course in the close success. We will consider theories concerning reading of four great books (Mark Twain’s The

109 First-year Seminar Program women’s involvement in the scientific enterprise HIST 115 First-year Seminar: Routes of Exile— plenty of unexpected results—from the fact that and how these theories have changed over time. Jews and Muslims there is more than one size of infinity, to the fact Mandatory credit/noncredit. Malino that there are mathematical statements whose Prerequisite: None. Open to first-year students only. This course will examine exile—both internal and truth value is provably indeterminate. Students Distribution: Social and Behavioral Analysis geographic—through contemporary memoirs, let- will leave the course with the ability to make and Semester: Fall Unit: 1.0 ters, novels and films. Our primary focus will be understand reasoned, logical arguments. on Jews and Muslims living in North Africa and Prerequisite: MATH 116, or the equivalent. Open to first- GEOS 106 First-year Seminar: Global the Middle East. Questions to be asked include: year student only. Signifcance of Plate Tectonics with Laboratory Distribution: Mathematical Modeling How was community defined? What provided the Hawkins Semester: Spring author with a sense of belonging? What prompted The theory of plate tectonics accurately explains his/her exile? Could a community be reconstruct- the global distribution of mountain ranges, PHIL 108 First-year Seminar: Friendship ed in exile? If so on what terms? Each week we volcanoes and earthquakes, but it also accounts Wearing shall explore a different expression of exile, placing for many other aspects of our habitable planet. This seminar undertakes a philosophical examina- it in its historical context. Discussion will include In this studio-style course—in which lecture and tion of the nature and value of friendship. Two comparisons and contrasts with previous readings. are lab are seamlessly integrated—students will questions will animate the course: What is a learn through exercises and activities how and Prerequisite: None. Open only to first-year students. friend, and why are friends valuable? Drawing Distribution: Historical Studies examples from literature and films, we will why plate tectonics operates, how tectonic plates Semester: Fall Unit: 1.0 control the nature of ocean basins and continents examine different types of friendships and the and the topography of the Earth’s solid surface ITAS 104 First-year Seminar: The Cities of features that characterize and sustain them. Many (including the sea foor), and how ‘continental Italy: An Introduction to Italian Culture philosophers have argued that the best kind of friendship is one in which the friend is loved for drift’ infuenced the composition of seawater, the Ward her own sake; we will consider whether this is climate of the Earth, and the evolution of life This seminar is dedicated to the representation of truly possible or whether all friendships are ulti- throughout geologic time. This course provides an Italian cities in Italian literature, art, and cinema mately instrumental. We’ll also examine how the introduction to the Geosciences for both science from the Middle Ages to the twenty-first century. partiality inherent in friendship conficts with the and non-science majors. By presenting cities as spatial narratives, we will demands of standard moral theories. Finally, we Prerequisite: None. Open to first-year students only. Not introduce students to some of the most important will compare the love that characterizes friendship open to students who have taken 101 or 102. moments in Italian history and will invite them Distribution: Natural and Physical Science. with the feelings that sustain relationships with to examine the representation of urban landscape Semester: Spring Unit: 1.25 parents, children, and lovers. Mandatory credit/ as a privileged vantage point to understand Italian non-credit. GEOS 111/ES 111 First-year Seminar: Where culture. The seminar is designed to introduce stu- dents to the field of Italian Studies and to provide Prerequisite: None. Open to first-year students only. Should We Store Nuclear Waste? Distribution: Religion, Ethics, and Moral Philosophy Besancon them with a solid background in Italian history Semester: Fall Unit: 1.0 Choices about disposal of radioactive materials and culture. will affect countless future generations. We will Prerequisite: None. Open to first-year students only. PHYS 118 First-year Seminar: Physics of Music examine the important scientific questions that Distribution: Language and Literature and Musical Acoustics Semester: Spring Unit: 1.0 must be answered for long-term safety of a nuclear Ducas repository. Students will learn the scientific prin- JPN 131/THST 131 First-year Seminar: Japan The connection between music and physics is both ciples governing risk assessment, groundwater on Stage (in English) deep and wide. It extends from the mathematical movement, volcanism, earthquakes, and the basis of scales and musical structure to the physi- Morley (Theatre Studies) groundwater properties of potential repository cal basis of the design of instruments, the digital Traditional Japanese drama has had an enormous rocks, and how each affects the safety of any pro- production of music, our perception of sound, impact on contemporary and avant-garde forms of posed containment facility. We will also examine and concert hall acoustics. This first-year seminar drama worldwide. We will focus on the noh and the evidence and methods used to predict how will provide hands-on opportunities for students kyogen theater from historical, social, textual, and the waste and the containers designed to hold it to explore these connections. There will also be performance perspectives. Students will learn to will behave for long periods. Students pair up to performances and demonstrations by musicians to read and block plays, view performances on DVD, produce posters examining some of the key issues illustrate the characteristics of instruments as well and become familiar with the esthetic, religious, for a public session at the end of the semester. as of the human voice. and cultural (historical) contexts of the plays. The Students may register for either GEOS 111 or ES unit on noh will culminate in the composition Prerequisite: Open to first-year students only. Fulfillment of 111 and credit will be granted accordingly. the basic skills component of the Quantitative Reasoning and station of an original noh play. The kyogen requirement. Prerequisite: None. Open to first-year students only. unit will conclude with the performance of a kyo- Distribution: Natural and Physical Science Distribution: Natural and Physical Science or Mathematical Semester: Fall Unit: 1.0 gen comedy. A professional kyogen actor will assist Modeling in the workshops. No Japanese language required. Semester: Spring Unit: 1.0 GER 130 First-year Seminar: Fairy Tales and Students may register for either THST 131 or JPN POL 103 First-year Seminar: Mexico— Children’s Literature: The Cultural Legacy of 131 and credit will be granted accordingly. Revolution, Democracy and Drugs the Brothers Grimm Prerequisite: None. Open to first-year students only. Wasserspring Hans Distribution: Language and Literature or Arts, Music, Theatre, Film, Video Mexico is a country of remarkable contradictions. This seminar focuses on fairy tales and their insti- Semester: Fall Unit: 1.0 Unleashing one of the great revolutions of the tutionalization in contemporary society. We shall twentieth century in 1910, the revolutionaries analyze the tales themselves in preparation for MATH 125 First-year Seminar: Mathematical and their heirs then ruled Mexico for 71 years. examining ways in which they have been rescript- Thought and Proof Developing a genuine multi-party political system ed to subvert the originals (such as Anne Sexton’s Schultz only in the last decade, Mexico’s democracy now Transformations). We shall include cinematic ver- Mathematics has the distinction of dealing with faces an array of daunting challenges, including sions as well as narratives that appropriate origi- truths that aren’t changed by political revolu- the increasing power of drug cartels whose tactics nals while radically straying from them (Bronte’s tion, toppled by new observations, or eroded by of violence and intimidation threaten the entire Jane Eyre). Finally, we examine theoretical texts neglect. In this seminar we will investigate the key nation. Our seminar will aim to make sense out that aim to uncover the very meaning of child- component to the permanence of these discover- of the fascinating puzzle that is Mexico. We will hood as a state that so fascinates and mystifies us. ies: mathematical proof. Through a careful exami- focus on its 20th century Revolution, its distinc- Prerequisite: None. Open to first year students only nation of fundamental mathematical objects such tive political system, and its current social, eco- Distribution: Language and Literature as sets, relations and functions, students will learn Semester: Fall Unit: 1.0 nomic and political challenges. We will examine a handful of proof techniques which are robust its complex relationship with the United States, enough to prove nearly everything in the math- emphasizing the dual issues of immigration ematical spectrum. Along the way we will uncover and drugs.

110 First-year Seminar Program Prerequisite: None. Open to first-year students only. other hand, increasing competition and diversity unit will conclude with the performance of a kyo- Distribution: Social and Behavioral Analysis require principles of the common good to sustain gen comedy. A professional kyogen actor will assist Semester: Spring Unit: 1.0 the cultural coherence, social media, and environ- in the workshops. No Japanese language required. mental stability necessary for civil society to func- Students may register for either THST 131 or JPN POL 110 First-year Seminar: News and Politics: tion effectively. This seminar will investigate the 131 and credit will be granted accordingly. Reading Between the Lines confict between these two sets of values through Just Prerequisite: None. Open to first-year students only. theoretical readings and the inspection of everyday Distribution: Language and Literature or Arts, Music, Today the lines have blurred between straight life in twenty-first century America. The course Theatre, Film, Video and opinionated news, hard and soft news, and asks whether there ought to be any constraints on Semester: Fall Unit: 1.0 professional journalists and everyone else. New individualism that can be justified by appeal to the media formats, such as blogs and “The Daily common good, and if so, what those constraints All WRIT 125 classes, including those that satisfy Show” and new media platforms, such as YouTube should be. requirements within majors, are intended for first- and Twitter, expand news choices. Which sources year students. Please refer to the section of the should citizens trust? In this course students will Prerequisite: None. Open to first-year students only. Distribution: Religion, Ethics, and Moral Philosophy catalog for the Writing Program’s offerings. evaluate evidence, arguments, and quality of news Semester: Spring Unit: 1.0 content in this rapidly changing environment. To Many departments and programs recommend spe- cific courses as entryways into their majors. Some appreciate the challenges of news, students will REL 118 First-year Seminar: The are limited to first-years and sophomores; others engage in different kinds of political news writing, “Untouchables” of India and Their Liberators reserve seats for first-year students. Please consult including news stories, interviews, commentary, Kodera the first-year program Web site at http://www. and investigation. Discussion based seminar for first-year students wellesley.edu/FirstYear/ or the relevant department Prerequisite: None. Open to first-year students only. on the two reformers of 20th century India. How for more information. Distribution: Social and Behavioral Analysis did Mahatma Gandhi develop his philosophy Semester: Fall Unit: 1.0 of “non-violence” (ahimsa) and use it to achieve independence from British colonialism? Where POL 112 First-year Seminar: Wars of Ideas in and why did Gandhi think it had failed? How International Relations did his life and teaching infuence the liberation Goddard movement outside India, including the Civil This first year seminar examines “wars of ideas” in Rights Movement in America? What did B.R. international politics. How do changes in ideas Ambedkar experience as an “untouchable” (Dalit) shape international confict? To what extent do in his youth? Why did he become a Buddhist to ideas and identities motivate foreign policies? liberate himself and others from the Hindu “Caste Has international relations moved beyond states System”? How is his legacy preserved in the Indian and their security interests, and is now driven Constitution today? Requirements: active par- by a “clash of civilizations”? Historically, we will ticipation in discussion, joint paper writing and explore the role of religion in shaping the modern presentation; no exams. state system in the 17th century, nationalism and imperialism in the 19th century, and fascism, Prerequisite: None. Open to first-year students only. Distribution: Religion, Ethics, and Moral Philosophy liberalism, and communism in the 20th century. Semester: Fall Unit: 1.0 Contemporary case studies will look at ethnic confict, the “resurgence” of religion in interna- SOC 105 First-year Seminar: Doing tional politics, and the role of American national Sociology—Applying Sociological Concepts to identity in the wars in Iraq and Afghanistan. the Real World Prerequisite: None. Open to first-year students only. Levitt Distribution: Social and Behavioral Analysis The goal of this course is to learn to analyze real Semester: Fall Unit: 1.0 life situations using sociological tools. The course is organized around a series of exercises that will PSYC 101 First-year Seminar: Introduction to teach students different analytical techniques and Psychology explore sociological theories and concepts. Projects Brachfeld-Child may include reading novels, analyzing films, An introduction to some of the major subfields of working with census data, interviewing, conduct- psychology, such as developmental, personality, ing surveys, participant observation, debating, abnormal, clinical, physiological, cognitive, cul- and a small independent research project. Each tural, and social psychology. Students will explore project will focus on a subfield in the discipline various theoretical perspectives and the research and will serve as a platform from which students methods used by psychologists to study the origins can explore basic theories, analytic categories, and and variations in human behavior. Offered as a methods. Students will work individually, in pairs, discussion-based seminar with a small class size, and in small groups. this section is equivalent to other sections of Psychology 101 and counts as a prerequisite for Prerequisite: None. Open to first-year students only. Distribution: Social and Behavioral Analysis 200 level courses. Semester: Fall Unit: 1.0 Prerequisite: None. Open to first-year students only. Distribution: Social and Behavioral Analysis THST 131/JPN 131 First-year Seminar: Japan Semester: Fall Unit: 1.0 on Stage (in English) Morley REL 115 First-year Seminar: Radical Traditional Japanese drama has had an enormous Individualism and the Common Good impact on contemporary and avant-garde forms of Marini drama worldwide. We will focus on the noh and There is a deep contradiction at the heart of con- kyogen theater from historical, social, textual, and temporary American culture. Some call it a crisis. performance perspectives. Students will learn to On one hand, the United States is unquestionably read and block plays, view performances on DVD, committed to the values of radical individual- and become familiar with the esthetic, religious, ism, marked especially by free-market capitalism, and cultural (historical) contexts of the plays. The consumerism, and libertarian politics. On the unit on noh will culminate in the composition and station of an original noh play. The kyogen

111 First-year Seminar Program Prerequisite: Open by permission of the instructor to first- FREN 205 Literature and Film in Cultural Department of French year students and sophomores who would like to prepare for study abroad their junior year in a Francophone country. Contexts Professor: Mistacco A2, Lydgate (Chair), Respaut, Normally not open to students who present French for Mistacco Levitt A, Masson A, Datta admission. Discussion of modern literature and film in Distribution: None their cultural contexts. Training in techniques of Associate Professor: Gunther, Petterson, Prabhu Semester: Fall, Spring Unit: 1.0 literary and cultural analysis. Materials include Assistant Professor: BilisA, Morari novels, short stories, poetry, films, screenplays, and FREN 103 Intensive French I Senior Lecturer: Egron-Sparrow, Tranvouez videos from France and the Francophone world. Egron-Sparrow Vocabulary building and review of key points of Visiting Lecturer: Ganne-Schiermeier Intensive training in French. The course covers the grammar. Frequent written practice. Attention to The French Department’s courses develop skills material of French 101-102 in a single semester. oral skills and listening comprehension, as needed. Five class periods four days a week. For students in the language of France and French-speaking Prerequisite: 202 or 203, an SAT II score of 600-640, an countries and offer access to cultures that are rich with little or no previous study of French. This is a equivalent departmental placement score, or an AP score in tradition and have important roles to play in demanding course designed for students interested of 3. a rapidly diversifying Europe and a rapidly con- in taking a junior year or semester abroad. Not Distribution: Language and Literature tracting world. All but one of our courses, from recommended for students seeking to fulfill the Semester: Fall Unit: 1.0 elementary to advanced, are taught in French. foreign-language requirement in French. Their topics, in literature and culture, span ten Prerequisite: Open to first-year students and sophomores FREN 206 Intermediate Spoken French centuries, from the Middle Ages to the present. who do not present French for admission by permission of Gunther, Petterson, Respaut In addition to opening cultural doors, the depart- the instructor. Practice in conversation, using a variety of materi- Distribution: None als including newspaper articles, radio and televi- ment’s courses help students develop a number Semester: Fall Unit: 1.25 of critical skills and habits—linguistic, analytical, sion broadcasts, advertisements, and films. This interpretive, expressive. course is designed to develop oral proficiency and FREN 201-202 French Language, Literatures, listening comprehension, with necessary attention Early in the language cycle students encounter and Cultures to the other skills—reading, and writing. material from different parts of the world, from Datta, Prabhu, Tranvouez historical periods that range from the medieval Prerequisite: 202, 203, or 205, an SAT II score of 650-680, Reading, writing, and speaking skills are devel- an equivalent departmental placement score, or an AP score to the contemporary, and in a variety of genres oped through analysis and discussions of short of 4. and media. They encounter as well a number of stories, plays, poems, films, and newspaper articles Distribution: Language and Literature different approaches to reading and analyzing from France and the Francophone world. Three Semester: Fall, Spring Unit: 1.0 texts: historical, sociological, psychological, and periods. Each semester earns one unit of credit; how- literary—including the perspectives of race and ever, both semesters must be completed satisfactorily FREN 207 Perspectives on French Culture gender and women’s studies. Students who gradu- to receive credit for either course. Students beginning and Society: French Identity in the Age of ate from our program have gone on to further with 202 must take one of the following courses: Globalization study in (among other areas) the law, medicine, 205, 206, 207, 208 or 209, in order to complete the Gunther international relations, museum science, art and requirement. In this introduction to French society and culture, art history, English, French, and Middle Eastern Prerequisite: 102 or 103, SAT II score of 500-590, or an we will examine France’s identity crisis at the Studies, as well as to careers in publishing and equivalent departmental placement score, or an AP score of 1 beginning of the twenty-first century. From its on Wall Street and Madison Avenue. Graduates or 2 or permission of the instructor. historical position of political, economic, and routinely report that their skills in French are a Distribution: One unit of Language and Literature for 202 intellectual leadership in Europe and the world, significant asset in pursuing careers with interna- Semester: Fall, Spring Unit: 1.0 France is searching to maintain its difference as tional organizations and companies. a defender of quality over mass appeal and the FREN 202 French Language, Literatures, Goals for the Major proud values of its national tradition in the face and Cultures of increasing globalization. Topics covered include ••The French department expects linguistic com- Staf Franco-American relations, the European Union, petence of its majors at graduation; students NOT OFFERED IN 2011-12. In this immigration, the family, and the role of women in should be able to express themselves with a con- Wintersession course, reading, writing, and French society. Readings are drawn from a variety siderable degree of sophistication and near-native speaking skills are developed through analysis of sources: historical, sociological, and ethno- accuracy both orally and in writing. and discussions of short stories, plays, poems, graphic. Magazine and newspaper articles, along ••All majors are expected to develop their knowl- films, and newspaper articles from France and with television programs and films will provide edge of the literature and culture of France and the Francophone world. Subject to Dean’s Office supplementary information. approval. Not ofered every year. are encouraged to learn about the literature and Prerequisite: 202, 203, or 205, an SAT II score of 650-680, culture of other Francophone countries as well. Prerequisite: Open only to students who receive B+ or better an equivalent departmental placement score, or an AP score Students should also be able to conduct rigor- in 201 the previous semester. of 4. Distribution: Language and Literature ous in-depth research using primary as well as Distribution: Language and Literature or Social and Semester: N/O Unit: 1.0 Behavioral Analysis secondary sources on both literary and cultural Semester: Fall Unit: 1.0 topics. FREN 203 Intensive French II ••Please see Requirements for the Major below for Egron-Sparrow FREN 208 Women and Literary Tradition information about the major. The continuation of French 103. Systematic train- Mistacco ing in all the language skills. Five class periods An introduction to women’s writing from Marie FREN 101-102 Beginning French I and II four days a week. The course is equivalent to de France to Marguerite Duras, from the Middle Gunther, Morari, Ganne-Schiermeier French 201-202, and is designed to prepare stu- Ages to the twentieth century. The course is Systematic training in all the language skills, dents to qualify for study abroad after two further designed to develop an appreciation of the evo- with special emphasis on communication, self- courses in French: a unit of French 206, 207, 208, lution of women’s writing across the centuries expression, and cultural insights. A multimedia or 209 and French 211. and of women’s place in French literary history. course based on the video series, French in Action. Prerequisite: Open only to students who have completed Special attention is given to the continuities Classes are supplemented by regular assignments FREN 103 or by permission of the instructor. among women writers and to the impact of their Distribution: Language and Literature minority status upon their writing. Well-known in a variety of video, audio, print and Web-based Semester: Spring Unit: 1.25 materials to give students practice using authentic writers, such as Christine de Pizan, Louise Labé, French accurately and expressively. Three periods. Beauvoir, Colette and Duras, and lesser-known Each semester earns one unit of credit; however, both figures, such as Hélisenne de Crenne and the fairy semesters must be completed satisfactorily to receive tale conteuses, Aulnoy, Villeneuve and Le Prince de credit for either course. Beaumont, are studied.

112 French Prerequisite: 202, 203, or 205, an SAT II score of 650-680, FREN 211 Studies in Language motherhood and the education of girls in French an equivalent departmental placement score, or an AP score culture. Recent feminist criticism will be brought of 4. Egron-Sparrow, Tranvouez, Ganne-Schiermeier Distribution: Language and Literature Comprehensive review of French grammar, to bear on the conficts and complexities of the Semester: Fall Unit: 1.0 enrichment of vocabulary, and introduction to mother/daughter dynamic, highlighting both its French techniques of literary analysis, composi- enabling and engulfing aspects and its role as a FREN 209 Studies in Literature tion, and the organization of ideas. Open to vehicle for transmitting societal values as well as Masson first-year students who have taken one of the challenging them. Authors and artists include: NOT OFFERED IN 2011-12. Contemporary prerequisite courses. Sévigné, Lambert, Genlis, Rousseau, Charrière, Vigée-Lebrun, Sand, Desbordes-Valmore, Colette, Theater and Contemporary Issues. Reading and Prerequisite: At least one unit of 206, 207, 208, 209 or analysis of plays performed in France at the end above, an SAT II score of 690-800, an equivalent departmen- Irigaray and Chawaf. of the twentieth and beginning of the twenty-first tal placement score, or an AP score of 5. Prerequisite: At least one unit of 206, 207, 208, 209 or century. Introduction to the techniques of reading Distribution: Language and Literature above, an SAT II score of 690-800, an equivalent departmen- dramatic works. Emphasis on oral discussion of Semester: Fall, Spring Unit: 1.0 tal placement score, or an AP score of 5. Distribution: Language and Literature the representation of contemporary issues in vari- FREN 213 From Myth to the Absurd: French Semester: N/O Unit: 1.0 ous plays. Drama in the Twentieth Century Prerequisite: 202, 203, or 205, an SAT II score of 650-680, Masson FREN 217 Books of the Self an equivalent departmental placement score, or an AP score Lydgate of 4. NOT OFFERED IN 2011-12. An investigation Distribution: Language and Literature or Arts, Music, of the major trends in modern French drama: This course focuses on texts that seek to reveal the Theatre, Film, Video the reinterpretation of myths, the infuence of reality of the self in the space of a book, including Semester: N/O Unit: 1.0 existentialism, and the theater of the absurd. readings of confessional and autobiographical Special attention is given to the nature of dramatic works by the twentieth-century writers Camus, The prerequisites for all upper 200-level French confict and to the relationship between text and Annie Ernaux, Roland Barthes, and Maryse courses from FREN 210 on are the same (except for performance. Study of plays by Anouilh, Cocteau, Condé, and by their literary ancestors Augustine, FREN 232 which is taught in English). These courses Giraudoux, Sartre, Camus, Ionesco, Beckett, and Abélard, Montaigne, and Rousseau. Themes exam- may be taken in any order. Students preparing to Genet. ined include: the compulsion to confess; secret spend their junior year in France or a Francophone sharing versus public self-disclosure; love, desire, Prerequisite: At least one unit of 206, 207, 208, 209 or country should take FREN 211 as soon as possible. above, an SAT II score of 690-800, an equivalent departmen- and language; the search for authenticity; domi- tal placement score, or an AP score of 5. nant discourse and minority voices; the role of the FREN 210 French Literature and Culture Distribution: Language and Literature or Arts, Music, reader as accomplice, witness, judge, confessor. Through the Centuries Theatre, Film, Video Prerequisite: At least one unit of 206, 207, 208, 209 or Semester: N/O Unit: 1.0 above, an SAT II score of 690-800, an equivalent departmen- Topic A: Sights of the Past: Inventing tal placement score, or an AP score of 5. French History from the Middle Ages to the FREN 214 Desire, Power, and Language in the Distribution: Language and Literature or Religion, Ethics Enlightenment Nineteenth-Century Novel and Moral Philosophy Semester: Spring Unit: 1.0 Bilis Tranvouez NOT OFFERED IN 2011-12. NOT OFFERED IN 2011-12. Ambition, pas- A study of FREN 219 Love/Death major authors in their cultural contexts from sion, and transgression in major works by Balzac, Respaut the Middle Ages to the eighteenth century with Sand, Flaubert, and Zola. Analysis of narrative NOT OFFERED IN 2011-12. This course emphasis on textual analysis and essay writing in techniques that organize the interplay of desire investigates the connection between fiction and French. This course looks at the ways literary texts and power against which individual destinies are film and our fundamental preoccupation with build national identity, shape community, and played out in post-Revolutionary France. Realism the issues of love and death. Texts ranging from transform conceptions of history. Readings will and the representation of reality in the context of the Middle Ages to the twentieth century are be drawn from the following authors: Du Bellay, a society in turmoil. studied, with an eye toward understanding how Marguerite de Navarre, Montaigne, Corneille, Prerequisite: At least one unit of 206, 207, 208, 209 or the thematics of love and death are related to story Lafayette, Guilleragues and Voltaire. Allying our above, an SAT II score of 690-800, an equivalent departmen- structure, narration, and the dynamics of reading. literary texts with discussions of genre/form, tal placement score, or an AP score of 5. Distribution: Language and Literature political ideology, and religious doctrine, we will Prerequisite: At least one unit of 206, 207, 208, 209 or Semester: N/O Unit: 1.0 above, an SAT II score of 690-800, an equivalent departmen- explore how fiction can shape visions of the past— tal placement score, or an AP score of 5. and the nostalgia for a past that perhaps never FREN 215 Baudelaire, Verlaine, Rimbaud Distribution: Language and Literature was—in order to organize the present. Respaut Semester: N/O Unit: 1.0 Prerequisite: At least one unit of 206, 207, 208, 209 or NOT OFFERED IN 2011-12. This course above, an SAT II score of 690-800, an equivalent departmen- emphasizes close study of a body of poetry which FREN 221 Voices of French Poetry from Marie tal placement score, or an AP score of 5. ranks among the most infuential in Western de France to Surrealism Distribution: Language and Literature Petterson Semester: N/O Unit: 1.0 literature, and which initiates modern poetics. Baudelaire will be treated in relation to romanti- The voices, forms and innovations of the French Topic B: From the Enlightenment to the cism and conceptions of the modern. In Verlaine, poetic tradition. The goals of this course are to Present: The Canon Revisited we will study the development of free verse and examine and to appreciate the place of song, love, Prabhu the liberation of poetic form. The course will con- laughter, and madness in the best works of French A study of major authors in their cultural con- clude by confronting Rimbaud’s effort to “changer poets from the twelfth-century poems of Marie de texts, from the eighteenth century to the twenty- la vie” through his visionary and surreal writing. France to Baudelaire’s poèmes en prose, Rimbaud’s first century, with emphasis on textual analysis délires, Surrealism’s explosive écriture, and beyond. and essay writing in French. Readings will be Prerequisite: At least one unit of 206, 207, 208, 209 or above, an SAT II score of 690-800, an equivalent departmen- Prerequisite: At least one unit of 206, 207, 208, 209 or drawn from the following authors whose works tal placement score, or an AP score of 5. above, an SAT II score of 690-800, an equivalent departmen- both build upon and redefine the French canon Distribution: Language and Literature tal placement score, or an AP score of 5. in multiple genres: Montesquieu, Diderot, Balzac, Semester: N/O Unit: 1.0 Distribution: Language and Literature Chateaubriand, Flaubert, Memmi, Césaire, Semester: Fall Unit: 1.0 Sarraute, Robbe-Grillet, and Djebar. FREN 216 Mothers and Daughters FREN 222 French Cinema from the Lumière Prerequisite: At least one unit of 206, 207, 208, 209 or Mistacco above, an SAT II score of 690-800, an equivalent departmen- NOT OFFERED IN 2011-12. This course Brothers to the Present: The Formation of tal placement score, or an AP score of 5. will examine the mother/daughter relationship Modernity Distribution: Language and Literature in French literature, in autobiographical writ- Morari Semester: Fall Unit: 1.0 ing including personal correspondence, and This course offers a critical panorama of French in art from the late-seventeenth century to the cinema while also building essential vocabulary present in the context of evolving concepts of and critical concepts for film analysis. Students will pay specific attention to the various connec-

113 French tions between cinema, urban space and notions of FREN 226 Speaking Through Acting During these years, the French dealt not only with modernity. Close analyses of clips in class will also Masson the trauma of defeat and the German Occupation, lead to a deeper appreciation of genre and techni- NOT OFFERED IN 2011-12. Improvement but also with the divisive legacy of the collabora- cal aspects in the history of cinema. Filmmakers of French oral skills and public speaking skills tionist Vichy regime, headed by Marshal Philippe studied will include the Lumière Brothers (for through the use of acting techniques. Intensive Pétain, a revered World War I hero. Memories of the “perspective” model), Georges Méliès (for the analysis of short literary texts and excerpts from the war have continued to mark the public imagi- cinema of attraction), Jean Renoir (for depth of several plays with emphasis on pronunciation, dic- nation to the present day, manifesting themselves field), Robert Bresson (for literary adaptation), tion, elocution, acting and staging. in the various arenas of French national life. This Jean-Luc Godard (for traveling and direct sound), course examines the history and memory of the Prerequisite: At least one unit of 206, 207, 208, 209 or and Chris Marker (for documentary). above, an SAT II score of 690-800, an equivalent departmen- French experience of World War II through his- Prerequisite: At least one unit of 206, 207, 208, 209 or tal placement score, or an AP score of 5. torical documents, memoirs, films, literature, and above, an SAT II score of 690-800, an equivalent departmen- Distribution: Language and Literature or Arts, Music, songs. Does not count toward the minimum major tal placement score, or an AP score of 5. Theatre, Film, Video in French. Distribution: Language and Literature or Arts, Music, Semester: N/O Unit: 1.0 Theatre, Film, Video Prerequisite: None Semester: Fall Unit: 1.0 Distribution: Historical Studies FREN 228 Wintersession in Paris - Black Paris: Semester: N/O Unit: 1.0 Immigration viewed from beyond the Seine FREN 223 The Paris of Poets Prabhu FREN 233 A Passionate Cinema: French Bodies Petterson A study of contemporary African immigrant on Screen NOT OFFERED IN 2011-12. An examination experience in Paris through background study Morari of Paris as historical urban inspiration for French of French colonial history and decolonization. This course takes an historical approach to the poetry and the visual arts. Special attention to Materials will comprise text, and still and moving representation of love, desire and the body in Parisian artistic life during the late nineteenth-cen- images with various Parisian venues providing French cinema. Although tales of love and desire tury reconstruction of Paris and the twentieth and part of our repertoire. We will familiarize our- are a source of commercial success for film direc- twenty-first centuries. Poems by Hugo, Baudelaire, selves with trends in representations of Africans tors and producers everywhere, in France they cre- Rimbaud, Verlaine, Apollinaire, Breton, Desnos, during the period of the thriving colonies in the ated aesthetic, historical and ideological patterns Ponge, Senghor, Prévert, Queneau, Bonnefoy, nineteenth and early twentieth centuries. We will that led to the creation of a French national cin- Dupin, Chedid, Réda, Roubaud, Hocquard. identify the ideals of the young Africans who were ema. We will examine how, by implementing the Prerequisite: At least one unit of 206, 207, 208, 209 or part of the first wave of students from France’s contemporary perspective on desire, French film- above, an SAT II score of 690-800, an equivalent departmen- colonies in Paris. They built up a vocabulary and tal placement score, or an AP score of 5. makers built a national style clearly distinguishable Distribution: Language and Literature voice within French culture, which opened up from, even opposed to mainstream (Hollywood) Semester: N/O Unit: 1.0 cultural production of the late twentieth and early cinema in four important aspects: lighting, twenty-first century. Our primary interest will be narrative codes, editing and voice-over. Weekly FREN 224 Versailles and the Age of Louis XIV the contemporary experience of Parisian life in screenings will cover poetic realism (1930s: Vigo, Bilis texts and films through Africans’ perspective as we Renoir, Carné, Duvivier, Gremillon), Nouvelle NOT OFFERED IN 2011-12. Louis XIV explore various spaces in the city. Not ofered every Vague (Godard, Malle, Truffaut), women’s sought to present his royal court at Versailles as year. Subject to Dean’s Office’s approval. cinema (Breillat, Denis, Akerman) and New the ultimate in monarchical splendor and power. Prerequisite: At least one unit of 206, 207, 208, 209, or French Cinema (1990 and 2000: Assayas, Garrel, Yet writers who frequented the court focus on its above, or an SAT II score of 690-800, an equivalent depart- Téchiné). mental placement score, or an AP score of 5. dangerous intrigues, moral corruption, and petty Prerequisites: at least one unit of 206, 207, 208, 209 or Distribution: Language and Literature above, a SAT II score of 690-800, an equivalent departmen- rivalries. The course will explore this discrepancy Semester: Wintersession Unit: 1.0 through close study of official and unofficial tal placement score, or an AP score of 5. productions of the court. Royal paintings, medal- Distribution: Language and Literature or Arts, Music, FREN 229 America through French Eyes: Theatre, Film, Video lions, architecture, ceremonies, and official his- Perceptions and Realities Semester: Spring Unit: 1.0 toriography all foreground the Sun King’s glory; Datta novels, memoirs, letters, and moral treatises seem The French have long been fascinated by the FREN 237 Saint-Germain-des-Prés to undo the very notions of courtly magnificence United States, especially since the end of the Lydgate put forward by the monarchy. Both elements are Second World War. At times, the U.S. has been NOT OFFERED IN 2011-12. The legendary crucial to understanding the social, political, reli- seen as a model to be emulated in France; more sixth arrondissement neighborhood as a cultural gious, and artistic practices that defined the court. often, it has stood out as the antithesis of French crucible in post-Liberation Paris. Saint-Germain- Recent films and historical works on Versailles culture and values. This course examines French des-Prés as the locus of an unprecedented concen- will help us evaluate its legacy for contemporary representations of the United States and of tration of literary and artistic talent after 1945: French culture. Americans through an examination of key histori- existentialists, writers, artists, café intellectuals, Prerequisite: At least one unit of 206, 207, 208, 209 or cal and literary texts—essays, autobiographies, and and nonconformists. The discovery of jazz and above, an SAT II score of 690-800, an equivalent departmen- fiction—as well as films. Topics to be explored American popular culture. Saint-Germain and tal placement score, or an AP score of 5. Distribution: Language and Literature or Historical Studies include: representations of African Americans in the myth of the Left Bank. Study of texts by Semester: N/O Unit: 1.0 French films (Josephine Baker), French views of Sartre, Camus, Simone de Beauvoir, Boris Vian, Taylorization, the Coca-Cola wars of the 1950s, Raymond Queneau; songs by Juliette Gréco and FREN 225 The French Press French-American tensions during the Cold others; newsreel, film and audio documents of the Gunther War, especially under de Gaulle, as well as more period. NOT OFFERED IN 2011-12. This course is recent debates about Euro Disney, McDonald’s, Prerequisite: At least one unit of 206, 207, 208, 209 or designed for students who want to become more Hollywood, globalization, and multiculturalism. above, an SAT II score of 690-800, an equivalent departmen- familiar with the French media, to keep up with Prerequisite: At least one unit of 206, 207, 208, 209 or tal placement score, or an AP score of 5. above, an SAT II score of 690-800, an equivalent departmen- Distribution: Language and Literature or Arts, Music, current events and to know more about the dif- Theatre, Film, Video ferences between the perspectives of French and tal placement score, or an AP score of 5. Distribution: Language and Literature or Historical Studies Semester: N/O Unit: 1.0 American news sources with regard to current Semester: Spring Unit: 1.0 issues. The course is also intended to improve FREN 301 Books and Voices in Renaissance students’ reading, writing, and speaking skills in FREN 232 Occupation and Resistance: The France French. French Memory and Experience of World War Lydgate Prerequisite: At least one unit of 206, 207, 208, 209 or II (in English) Innovative writers in sixteenth-century France and above, an SAT II score of 690-800, an equivalent departmen- Datta the ideas and forms of expression they explored tal placement score, or an AP score of 5. in the early decades of printing. The persistence Distribution: Language and Literature or Social and NOT OFFERED IN 2011-12. Few experiences Behavioral Analysis in recent French history have marked French col- of oral culture and the search for a voice in print; Semester: N/O Unit: 1.0 lective memory as profoundly as World War II. the triumph of French over Latin as a literary

114 French language of subtlety and power; the collisions of in legitimacy that led to the French Revolution. Prerequisite: 211 and one additional unit, 212 or above. propaganda and censorship in a century torn by Works by Prévost, Claudine-Alexandrine de Distribution: Language and Literature or Arts, Music, Theatre, Film, Video religious strife; the emergence of new audiences Tencin, Françoise de Graffigny, Marie-Jeanne Semester: N/O Unit: 1.0 and new strategies of narration and reading. Riccoboni, Rousseau, Diderot, Laclos, and Isabelle Readings in prose works by Rabelais, Montaigne, de Charrière. FREN 317 Commitment and the Calvin, Marguerite de Navarre; poetry by du Prerequisite: 211 and one additional unit, 212 or above. Contemporary French Poet Bellay, Ronsard, and Louise Labé. Periodic refer- Distribution: Language and Literature Petterson Semester: N/O Unit: 1.0 ence to resources of the Rare Books Collection in NOT OFFERED IN 2011-12. An examination the College library. of twentieth and twenty-first century French Prerequisite: 211 and one additional unit, 212 or above. FREN 306 Literature and Inhumanity: Novel, Poetry, and Film in Interwar France poetry through the reception of Jean-Paul Sartre’s Distribution: Language and Literature mid-century Qu’est-ce que la littérature? (1948) Semester: Fall Unit: 1.0 Petterson This course will examine the confrontation and through poetry’s elaboration of a pragmatic FREN 302 Discourses of Desire in the between literature and inhumanity through response to the charge that it is politically uncom- Renaissance the French literature, poetry, and film of the mitted. Readings ranging from Tzara’s Dadaism, Lydgate early twentieth century. Poetry by Guillaume to the surrealism of Breton and Valéry on poetry NOT OFFERED IN 2011-12. An exploration Apollinaire, Robert Desnos, André Breton, Francis and anarchy, to Césaire, Senghor and the wartime of ways in which writers of the 16th century in Ponge, and René Char, films by Luis Buñuel, poetry of Eluard, Char and Ponge, to Jacques France express and explore the desire for tran- and novels by André Gide, Jean-Paul Sartre, and Dupin and André du Bouchet in the wake of scendence in spiritual and physical experience. André Malraux all serve to illustrate the profound 1968, to the contemporary writings of Deguy, Convinced that the texts of antiquity contain crisis in human values that defined and shaped the Fourcade, Cadiot, Hocquard, Réda, Noël and occult teachings, scholars of the early Renaissance twentieth century. Alféri, who pursue equally subtle challenges to seek to purge ancient books of their medieval the political and philosophical condemnations of Prerequisite: 211 and one additional unit, 212 or above. poetry. commentaries and the corruptions of centuries of Distribution: Language and Literature manuscript culture, and pore over astrological and Semester: Spring Unit: 1.0 Prerequisite: 211 and one additional unit, 212 or above. Distribution: Language and Literature hermetic treatises. Religious reformers pursue an Semester: N/O Unit: 1.0 analogous purification of the sacred texts, intent FREN 308 Advanced Studies in Language Petterson on restoring the lost inwardness and otherworldli- FREN 319 Women, Language, and Literary The art of translation and its techniques are stud- ness of Christian faith. Poets and prose writers Expression challenge the rigid medieval dichotomy between ied through analysis of the major linguistic and cultural differences between French and English. Mistacco the unsensual spirit and the unspiritual body, NOT OFFERED IN 2011-12. Translations from both languages will serve to This course casting a newly loving eye on physical beauty and explores the notion of difference in fiction by finding in human desire a privileged expression explore past and present-day practices and theories of translation. twentieth-century women writers in France. of the quest for intellectual and spiritual mean- It examines challenges to literary conventions, ing. We will investigate these issues in works by Prerequisite: 211 and one additional unit, 212 or above. patriarchal thinking and the dominant discourse Open to juniors and seniors only or by permission of the Rabelais, Marguerite de Navarre, Calvin, Ronsard, in major works by Beauvoir, Colette, Chawaf, Louise Labé, Montaigne and Agrippa d’Aubigné. instructor. Distribution: Language and Literature Wittig, Duras, and Djebar. Attention is focused Prerequisite: 211 and one additional unit, 212 or above. Semester: Fall Unit: 1.0 on gender as a site of dissidence and on the cre- Distribution: Language and Literature or Historical Studies ative possibilities as well as the risks involved in Semester: N/O Unit: 1.0 FREN 313 George Sand and the Romantic equating the feminine with difference. Perspectives Theater FREN 303 Advanced Studies in Seventeenth on women, writing, and difference in colonial and Eighteenth Centuries Masson and postcolonial contexts. Selected readings from NOT OFFERED IN 2011-12. George Sand, Bilis foundational and recent works by feminist theore- multifaceted woman and infuential writer, allows NOT OFFERED IN 2011-12. This seminar will ticians including Cixous, Kristeva, and Irigaray. us to explore the romantic theater as well as the examine historical, cultural and literary portrayals Prerequisite: 211 and one additional unit, 212 or above. overall theater production of the nineteenth cen- Distribution: Language and Literature of female royalty in seventeenth century France. tury. The fact that Sand’s theater was overlooked Semester: N/O Unit: 1.0 An object of exchange in international relations, a in her time and subsequently forgotten raises physical “carrier” of the future king, a regent who important questions of public recognition and FREN 321 Selected Topics can rule—but not in her own name—, the queen literary posterity that we will examine. poses thorny questions for political and artistic NOT OFFERED IN 2011-12. representations of power. An analysis of her social, Prerequisite: 211 and one additional unit, 212 or above. Prerequisite: 211 and one additional unit, 212 or above. Distribution: Language and Literature or Arts, Music, symbolic and politically ambiguous status reveals Distribution: Language and Literature Theatre, Film, Video Semester: N/O Unit: 1.0 the paradoxes of a woman exercising sovereignty Semester: N/O Unit: 1.0 in a time when the king’s body comes to define FREN 327 A Fascination with Bodies: the State. Readings will include Corneille, Racine, FREN 314 A Cinematic History of Intellectual The Doctor’s Malady Lafayette, Perrault and Saint-Réal. Ideas in Post-WW II France: The Politics of Art Respaut Prerequisite: 211 and one additional unit, 212 or above. Morari The addictive interplay between doctors and Distribution: Language and Literature or Historical Studies NOT OFFERED IN 2011-12. This course exam- Semester: N/O Unit: 1.0 patients as refected in a variety of nineteenth- and ines the various ideological turns and patterns twentieth-century writings, and in photography in post-World War II France through the study and film. The course will investigate the effect of FREN 304 Male and Female Perspectives in the of cinema. Proceeding from the assumption that Eighteenth-Century Novel sickness on family structure and the struggle with aesthetics and politics are intertwined, the course illness as a desperate “dancing with the beast,” Mistacco will focus on form and content to consider the NOT OFFERED IN 2011-12. Drawing from touching on mental and physical suffering of vari- political engagement of filmmakers, overtly mili- ous kinds—hysteria and alcoholism, childbirth feminist inquiries into the politics of exclusion tant cinema, propaganda and the shaping of moral and inclusion in literary history, the course and abortion, tuberculosis, cancer, AIDS—rep- spectatorship alongside specific trends in French resented in novels and short stories from Barbey examines, in dialogue with masterpieces authored intellectual and political history.”. Our focus by men, novels by major women writers of the d’Aurevilly to Gide, in the refections of historians will be on the films of Alain Resnais, Jean-Luc and psychologists (Michelet, Charcot), and in period. Though much admired in their time, these Godard, Agnès Varda, Chantal Akerman, Claude novels were subsequently erased from the pages of biographies, personal accounts and autofictions by Chabrol, Matthieu Kassovitz and Abdel Kechiche. Guibert and Ernaux. literary history and rediscovered only in the late- Readings will include contemporary political twentieth century. In this course, we will recon- Prerequisite: 211 and one additional unit, 212 or above. philosophers Jacques Rancière, Alain Badiou, and Distribution: Language and Literature sider this particular literature of female dissent Étienne Balibar. along with key novels by men as part of a crisis Semester: Fall Unit: 1.0

115 French FREN 330 French and Francophone Studies tions of Classicism and tragedy. We will explore Prerequisite: 211 and one additional unit, 212 or above. the many variations on the Corneille and Racine Distribution: Language and Literature or Historical Studies Prabhu Semester: N/O Unit: 1.0 NOT OFFERED IN 2011-12. The course parallel, asking if there is a “Grand Corneille” and Topic C: Liberty, Equality, Sexualities: How examines various texts from the post-independent a “Tender Racine,” and considering why certain the Values of the French Republic Have Both Francophone world to understand pressing historical periods deemed one playwright to Protected and Limited Sexual Freedoms concerns in different postcolonial regions. Close encapsulate “French values” and patriotism more Gunther attention will be paid to narrative techniques than the other. Students will become familiar while studying questions concerning the relation- with an array of seventeenth-century tragedies An examination of sexualities and genders in ship with the metropolis and the functioning and refect on the process and politics of literary France that addresses the questions of why the of language(s). Includes a brief introduction to canonization. French seem so comfortable with sex while at the the history of Francophone literature. Texts by Prerequisite: 211 and one additional unit, 212 or above. same time so constrained by gender roles and why authors such as Frantz Fanon, Maryse Condé, Distribution: Language and Literature French movements for gay rights and women’s Semester: N/O Unit: 1.0 Abdourahmane Waberi, Assia Djebar. rights have had such difficulty cooperating. The answers lie in the paradoxical relationship between Prerequisite: 211 and one additional unit, 212 or above. FREN 334 African Cinema: Character and France’s relative indifference toward sexuality, on Distribution: Language and Literature Semester: N/O Unit: 1.0 Narrative the one hand, and its fixation with gender differ- Prabhu ence, on the other. At the end of the semester, the FREN 331 Desire, Sexuality, and Love in This course examines how character is built and course will focus on recent changes in discussions African Francophone Cinema how narration occurs in cinema. It covers the of gender and sexuality and address the issue of Prabhu study of cinematic techniques in African cinema whether traditional paradigms for explaining gen- NOT OFFERED IN 2011-12. An exploration of and explores how this cinematic tradition has der and sexuality in France still apply or whether the cinematic construction of relationships within responded to specific issues of representation in the French might be entering a new sexual era. traditional or transgressive couples in cinema from African history that came to bear upon filmmak- Prerequisite: 211 and one additional unit, 212 or above. Francophone Africa. Consideration of various ing and cinematic language. The larger purpose Distribution: Language and Literature or Historical Studies cultural and social aspects will frame our study of of the course is to understand filmmaking as an Semester: Spring Unit: 1.0 cinematic space, narration, and techniques includ- aesthetic and political form of intellectual expres- FREN 350 Research or Individual Study ing lighting, camera view/angle/movement, as well sion but also as an industry in Africa, with a place as montage. Controversial issues in the films, such in African cultural and political history. Prerequisite: 211 and one additional unit, 212 or above. Prerequisite: 211, one additional unit 212 or higher. Distribution: None as cliterodectomy, polygamy, and homosexuality Semester: Fall, Spring Unit: 1.0 will be examined. Permission from the instructor is required for students with no previous cinema class. Prerequisite: 211 and one additional unit, 212 or above. Distribution: Language and Literature or Arts, Music, FREN 360 Senior Thesis Research Distribution: Language and Literature or Arts, Music, Theater, Film, Video Prerequisite: By permission of the department. See Academic Theatre, Film, Video Semester: Spring Unit: 1.0 Semester: N/O Unit: 1.0 Distinctions. Distribution: None FREN 349 Studies in Culture and Criticism Semester: Fall, Spring Unit: 1.0 FREN 332 Myth and Memory in Modern France: From the French Revolution to May Topic A: La Belle Époque: Politics, Society, and FREN 370 Senior Thesis 1968 Culture in France: 1880–1914 Datta Prerequisite: 360 and permission of the department. Datta Distribution: None This course explores the way in which the French NOT OFFERED IN 2011-12. In the aftermath Semester: Fall, Spring Unit: 1.0 view their past as well as the myths they have cre- of World War I, French men and women viewed ated to inscribe that past into national memory. the preceding years as a tranquil and stable Through an approach simultaneously thematic period in French history. Yet, during the era, Department Information and chronological, modern French history and subsequently known as la belle époque, the French FREN 101-102, 103 and FREN 201 count culture will be examined from the perspective of experienced changes of enormous magnitude: toward the degree but not toward the major. First- “les lieux de mémoire,” that is, symbolic events the emergence of both consumer culture and a year students who have not studied French and (Bastille Day), institutions (the Napoleonic working class, the development of a national press, would like to study abroad should begin with 103. Code), people (Joan of Arc), and places (Sacré- and the expansion of an overseas colonial empire. Students who begin with 101-102 in college and Coeur) that have shaped French national identity. Such ebullience was refected in the emergence of who plan to study abroad should consult the chair The course begins by analyzing such concepts as Paris as the capital of the European avant-garde. of the department during the second semester of the nation and the hexagon, and proceeds to the Drawing on literary texts and historical docu- their first year. legacy of key moments in French history, among ments, as well as on films, posters, and songs, this All but one of our courses are conducted in them the French Revolution and the Napoleonic interdisciplinary course examines French society, French. Oral expression and composition are era, the establishment of the Third Republic, the politics, and culture during the era that ushered stressed. two World Wars, the Algerian confict, and the France into the modern age. events of May 1968. Prerequisite: 211 and one additional unit, 212 or above. The numbering of certain 200-level courses does Prerequisite: 211 and one additional unit, 212 or above. Distribution: Language and Literature or Historical Studies not denote increasing levels of difficulty; 206 Distribution: Language and Literature or Historical Studies Semester: N/O Unit: 1.0 through 209 may be taken in any sequence and Semester: Fall Unit: 1.0 Topic B: France and Europe: Ambiguities, 200-level courses above 209 may also be taken in Obstacles, and Triumphs any sequence, although students planning to study FREN 333 French Classical Tragedy: Corneille Gunther abroad should take 211 as soon as possible. Versus Racine: Rethinking the Parallel NOT OFFERED IN 2011-12. After an intro- Bilis duction to various social, cultural and political Requirements for the Major NOT OFFERED IN 2011-12. Ever since La aspects of contemporary France and the French, Bruyère’s famous comment on Corneille and we will turn our attention to issues surrounding Majors are required to complete a minimum of Racine respectively, “The first depicts men as they France’s role in the project to unify Europe. We eight units, including the following courses or should be, the second as they are,” critics have will examine how France’s anxieties and hopes for their equivalents: FREN 211, which develops tirelessly opposed the two French tragedians. In the European Union are shared by other European students’ literary analysis and writing skills in the this course, we will take a critical approach to the nations, and how France is experiencing EU mem- context of an intensive grammar review and 308, notion of “Auteurs Classiques” and the seven- bership differently from its neighbors, in ways that which focuses on translation and stylistics. The teenth century’s status as the “Grand Siècle” by refect its unique history and culture. Readings goals of a coherent program are: (a) oral and writ- questioning the archetypal Corneille and Racine will be drawn from a variety of disciplines, includ- ten linguistic competence; (b) acquisition of basic parallel in light of important but marginalized ing texts by historians, political scientists, sociolo- techniques of reading and interpreting texts and playwrights such as Jean Rotrou, Tristan l’Hermite gists and economists. of conducting in-depth research; and (c) a general and Catherine Bernard who defy standard defini-

116 French understanding of French and Francophone litera- student who takes a language course at another tures and cultures. FREN 232, which is taught institution and would like college credit must French Cultural Studies in English, does not count for the minimum have permission in advance and take the French major in French. All majors must take at least one placement test upon her return to verify she has AN INTERDEPARTMENTAL MAJOR culture course (FREN 206, 207, 225, 229, 237, attained the required level. Director: Datta (French) 332, 349) or spend one semester studying in a The French Cultural Studies major is intended Francophone country, and at least one literature Study Abroad for students whose interests in the French and course (FREN 208, 209, 210, 213, 214, 215, 216, Francophone world are primarily cultural and 217, [218], 219, 223, 224, 301, 302, 303, 304, All our students, majors and non-majors alike, historical. This interdepartmental major combines [305], 306, [307], 313, 317, [318], 319, 327, are encouraged to spend a year or semester abroad courses from the department of French with those [329], 330, 333). All majors must take two 300- in France or a Francophone country as a way of in Africana studies, art, history, music, political level French courses at Wellesley College, at least deepening their academic learning with real-time science, or any other department offering courses one of which must be during their senior year. experience. A student who has mastered enough on France or Francophone countries. The French FREN 350, 360 and 370 do not count towards French to enter sympathetically into the language’s department’s courses in history and society are the minimum requirement of two 300-level many cultures is likely to be more complexly the core of the program. These courses examine courses for the major. No more than two courses understanding, more subtly perceptive, more institutions, political and social movements, taken credit/noncredit at Wellesley College may keenly articulate and more expansively commu- along with the mass media, using methodologies be applied to the French major. Students planning nicative than her neighbor who has not. To move grounded in the social sciences, primarily history to major in French should consult with the chair within more than one frame of cultural reference and sociology. Other French department offerings of the French department. and to have French sounds and songs and bilin- gual jokes in one’s head are deep intellectual plea- in the field include courses that place literature and film in a social context. French Cultural Honors sures. They are also highly useful tools in the real world because they foster the ability to see reality Studies majors ordinarily work closely with two The only route to honors in the major is writing from the standpoint of others as well as from one’s advisors, one from the French department and a thesis and passing an oral examination. To be own. In an age of globalization, this is a valuable one from their other area of concentration. admitted to the thesis program, a student must skill—in diplomacy, business, politics, and of Goals for the Major have a grade point average of at least 3.5 in all course in human relations. The department also ••Students should develop an in-depth under- work in the major field above the 100 level; the has funds to support a limited number of summer standing of French history, culture, society and department may petition on her behalf if her GPA internships in France or Francophone countries. politics. in the major is between 3.0 and 3.5. Students The department encourages those students who ••Students should also be able to conduct rigorous must complete a 300-level course or its equivalent cannot spend a semester abroad to participate in in-depth research using primary as well as sec- before the fall of senior year. In addition, a 300- the department’s Wintersession course in Paris. ondary sources on cultural and historical topics. level course is to be taken concurrently with 360- 370. See Academic Distinctions. ••Because they take classes in one or more Maison Française departments outside the French department, Students interested in an interdepartmental major students grow in their understanding of the in French Cultural Studies are referred to the list- Qualified students are highly encouraged to live scope and methods of other disciplines and gain ing for this program. at the Maison Française. The Maison Française is a French-speaking residence and a cultural center new analytical frameworks for thinking about for the Wellesley College community. It houses the cultures and histories of France and the Graduate Study 14 students and two French assistants from the Francophone world. Students planning graduate work in French or University of Provence. It is a place where majors comparative literature are encouraged to write an and non-majors who have demonstrated a signifi- FRST 350 Research or Individual Study honors thesis and study a second modern language cant competence in French live and can exchange Prerequisite: Open by permission of the chair or director to and/or Latin. ideas. During the academic year, the Maison juniors and seniors. Française organizes seminars, talks and colloquia, Distribution: None Semester: Fall, Spring Unit: 1.0 Teacher Certifcation and students are encouraged to attend. Students interested in obtaining certification French Cultural Studies FRST 360 Senior Thesis Research to teach French in the Commonwealth of Prerequisite: By permission of director. See Academic Massachusetts should consult the chair of the The French Department also offers an interde- Distinctions. Distribution: None education department. partmental major in French Cultural Studies. This major is intended for students whose interests in Semester: Fall, Spring Unit: 1.0 the French and Francophone world are primarily Advanced Placement Policies and cultural and historical. Students are directed to FRST 370 Senior Thesis Language Requirement the description of the major and its directions for Prerequisite: 360 and permission of department. election, which appear at the end of the French Distribution: None Semester: Fall, Spring Unit: 1.0 A student entering Wellesley must have an curriculum. Advanced Placement score of 5 or an SAT II score of 690 to satisfy the foreign language require- For courses not exclusively on France or a ment. The Wellesley College language require- Francophone topic, students are expected to ment is normally met with the completion of write their main paper(s) on a French theme. either FREN 201-202 or FREN 203. Students In addition, and in consultation with the direc- who present an AP score of 3 or an SAT II score tor, research and individual study (350) may between 600–640 can satisfy the requirement by be approved. The procedure to be followed for taking FREN 205. Students who present an AP Honors is identical to that for the French major. score of 4 or an SAT II score between 650–680 can satisfy the requirement by taking one of the following courses: FREN 206, 207, 208 or 209. All incoming students who have taken French are required to take the placement test prior to registering for French department courses. Any discrepancy between a student’s AP score and her score on the departmental placement test will be resolved by the placement committee. Any

117 French Cultural Studies Courses for Credit Toward Honors Department of the Major The only route to honors in the major is writing a thesis and passing an oral examination. To be Geosciences AFR 211 Introduction to African Literature admitted to the thesis program, a student must Associate Professor: Besancon, Brabander (Chair), AFR 235 Societies and Cultures of Africa have a grade point average of at least 3.5 in all work in the major field above the 100-level; the Hawkins AFR 251 Religion in Africa department may petition on her behalf if her GPA Visiting Lecturer: Monecke AFR 318 Seminar. African Women, Social in the major is between 3.0 and 3.5. Students Instructor in Geosciences Laboratory: Gilbert, Transformation, and Empowerment must complete a 300-level course or its equivalent Waller before the fall of senior year. In addition, a 300- ARTH 101 Introduction to the History of Art level course is to be taken concurrently with 360- Geoscience is the study of the Earth and all its Part II: Renaissance to the Present 370. See Academic Distinctions. systems. Interactions between the solid earth, ARTH 224 Modern Art to 1945 the hydrosphere, atmosphere and biosphere continually reshape the Earth. Geoscientists inves- ARTH 289 European Art and Architecture, 1750- Teacher Certifcation tigate these interactions using interdisciplinary 1900 Students interested in obtaining certification approaches to address questions related to how CAMS 340 The Longest Wave: The Films of to teach French in the Commonwealth of the Earth formed, how it evolved over geologic Agnés Varda and Jean-Luc Godard Massachusetts should consult the chair of the time, and how its continued evolution affects the environment in which we live. Understanding HIST 212 Education Department. Atlantic Revolutions and the Birth of the Earth’s many linked systems is increasingly Nations important if we are to make informed decisions HIST 222 The Barbarian Kingdoms of Early about the many critical environmental issues fac- Medieval Europe ing humanity, including global climate change, HIST 232 The Transformation of the Western sea-level rise, shortages of drinking water, health World: Europe from 1300-1815 hazards posed by materials in our urban environ- ment, and mitigation of threats from earthquakes, HIST 302 Seminar. World War II as Memory and landslides, volcanic eruptions, tsunamis, foods Myth, 1945-2010 and other natural hazards. The Department of HIST 307 Seminar. Religious Change and Geosciences offers courses on the nature and the Emergence of Modernity in Early Modern history of the Earth, the processes that shape the Europe, 1600-1800 Earth, the impacts those processes have on human populations, and our ability to live sustainably. HIST 330 Seminar. Revolution and Rebellion in Student research opportunities complement the Twelfth-Century European Society program of study. MUS 200 History of Western Music I Goals for the Major MUS 201 History of Western Music II ••The Department of Geosciences seeks to educate PHIL 221 History of Modern Philosophy majors in the following bodies of knowledge and to develop in them the following skills: POL4 241 Modern European Political Thought ••A knowledge and understanding of the internal POL2 383 Politics of Migration structure and composition of the Earth, the his- tory of the Earth, and the internal and surficial Department Information processes that shape its evolution; ••A knowledge and understanding of how earth One-hundred and two-hundred level courses. systems interact to produce the environment in FREN 101-102, 103 and 201 (starting with the which we live; class of 2011) count toward the degree but not toward the major. First-year students who begin ••The cognitive and analytical reasoning skills with FREN 101-102 in college and who plan needed to frame and solve interdisciplinary geo- to study abroad should consult the chair of the scientific problems; department during the second semester of their ••The written, oral, and visual/spatial communica- first year. tion skills needed to communicate scientific knowledge. Requirements for the Major GEOS 101 Earth Processes and the The major in French Cultural Studies consists of Environment with Laboratory a minimum of eight units. At least four units in Brabander the French department above the 201 level are The Earth is home to more than six billion people required including FREN 211 and FREN 207. and millions of kinds of animals and plants. In special cases, an upper-level culture course in Geologic processes both rapid (earthquakes and French approved by the program director may landslides) and slow (mountain building and sea be substituted for FREN 207. At least one unit level rise) are intimately linked with sustaining in French at the 300 (advanced) level is required. this diversity of life. This course will examine these All majors must take two 300-level courses at and other processes in which the atmosphere, Wellesley College. FRST 350, 360 and 370 geosphere, and biosphere are linked via the fow do not normally count towards the minimum of energy and mass. Laboratory exercises and field requirement of two 300-level courses for the trips will introduce skills needed to observe and major. In exceptional cases, this requirement may document processes shaping our environment. be waived by the French Cultural Studies director Problem solving in small groups during class time and/or the chair of the French department. No will foster critical thinking, and classroom debates more than two courses taken credit/noncredit at between larger teams will focus research and com- Wellesley College may be applied to the French munications skills on current issues in geosciences Cultural Studies major. such as building and removing dams, and the sci- ence surrounding global climate change.

118 Geosciences Prerequisite: Fulfillment of the basic skills component of the Prerequisite: Open to first-year students only. Preference will of the Earth. Emphasis is placed on the geological, Quantitative Reasoning requirement. Not open to students be given to students considering science majors. By permis- chemical and physical basis for understanding who have taken 102. sion of the instructor. Distribution: Natural and Physical Science. Fulfills the Distribution: Natural and Physical Science the physical properties and chemical composition Quantitative Reasoning overlay course requirement. Semester: N/O Unit: 1.25 of minerals, magmas, rocks and soils, and the Semester: Fall Unit: 1.25 processes by which these materials form. Lecture GEOS 111/ES 111 First-year Seminar: Where and laboratory sessions are integrated to create a GEOS 102 The Dynamic Earth with Should We Store Nuclear Waste? studio-style, project-based learning experience. Laboratory Besancon Prerequisite: 101, 102 or 106 Besancon, Monecke Choices about disposal of radioactive materials Distribution: Natural and Physical Science An introduction to the physical Earth, the will affect countless future generations. We will Semester: Spring Unit: 1.25 processes that operate within and on the surface examine the important scientific questions that GEOS 206 Tectonics and Structural Geology of Earth, and the interactions between the solid must be answered for long-term safety of a nuclear with Laboratory earth, the hydrosphere, the atmosphere and repository. Students will learn the scientific prin- the biosphere that produce our global climate. ciples governing risk assessment, groundwater Hawkins NOT OFFERED IN 2011-12. OFFERED IN Topics covered include the origin and age of the movement, volcanism, earthquakes, and the 2012-13. earth, plate tectonics, earthquakes, volcanism, groundwater properties of potential repository This course is an overview of plate geologic time, earth history, weathering and ero- rocks, and how each affects the safety of any pro- tectonics and an introduction to the study of sion, hydrology, landscape evolution, and global posed containment facility. We will also examine the three-dimensional geometry of rock bodies climate. Laboratory exercises and local field trips the evidence and methods used to predict how and geologic structures (e.g., faults and folds) provide hands-on opportunities to develop key the waste and the containers designed to hold it that form at the boundaries of tectonic plates. concepts and hone observational and analytical will behave for long periods. Students pair up to Students will explore the wide variety of plate skills. This course is designed as an introductory produce posters examining some of the key issues interactions, interpret and construct geologic course in the geosciences for both science and for a public session at the end of the semester. maps and cross-sections, learn basic methods for non-science majors. Laboratory and field trips. Students may register for either GEOS 111 or ES characterizing geologic structures, and practice interpreting the physical and tectonic conditions Prerequisite: Fulfillment of the basic skills component of the 111 and credit will be granted accordingly. under which structures form. Class and lab will be Quantitative Reasoning requirement. Not open to students Prerequisite: None. Open to first-year students only. who have taken 101. Distribution: Natural and Physical Science supplemented by two Saturday field trips and one Distribution: Natural and Physical Science. Fulfills the Semester: Fall Unit: 1.0 weekend field trip that emphasize fundamental Quantitative Reasoning overlay course requirement. field methods, such as measuring and mapping Semester: Spring Unit: 1.25 GEOS 200 The Earth and Life Through Time rock units and geologic structures. The field trips are mandatory. Normally ofered in alternate years. GEOS 106 First-year Seminar: Global with Laboratory Signifcance of Plate Tectonics with Laboratory Monecke Prerequisite: 101, 102 or 106 How have the Earth and life changed throughout Distribution: Natural and Physical Science Hawkins Semester: N/O. Offered In 2012-13. Unit: 1.25 The theory of plate tectonics accurately explains their 4.6-billion-year histories? How do subtle interactions among tectonics, climate, and life the global distribution of mountain ranges, GEOS 210/ES 210 Hydrogeology—Water and alter the world you see? We will examine past volcanoes and earthquakes, but it also accounts Pollutants with Laboratory for many other aspects of our habitable planet. events, including sea-level change, mountain building, climate change, and evolution/extinction Besancon In this studio-style course—in which lecture and NOT OFFERED IN 2011-12. OFFERED IN as recorded in the rock record. Using Wellesley’s are lab are seamlessly integrated—students will 2012-13. extensive fossil and rock collections, we will Investigation of water supply and use. learn through exercises and activities how and Principles of surface and groundwater movement why plate tectonics operates, how tectonic plates explore changing landscapes and environments through geologic time. Field trips and laboratory and water chemistry are applied to the hydrologic control the nature of ocean basins and continents cycle to understand sources of water for human and the topography of the Earth’s solid surface exercises provide the students with the opportu- nity to reconstruct the past. use. Mathematical groundwater models are used (including the sea foor), and how ‘continental to understand groundwater movement and pollut- drift’ infuenced the composition of seawater, the Prerequisite: 101, 102 or 106 ant plumes. Quantity and quality of water and the climate of the Earth, and the evolution of life Distribution: Natural and Physical Science Semester: Spring Unit: 1.25 limitations they impose are considered. Normally throughout geologic time. This course provides an ofered in alternate years. Students may register for introduction to the Geosciences for both science GEOS 201/ES 201 Methods and Problems in either GEOS 210 or ES 210 and credit will be and non-science majors. Environmental Science with Laboratory granted accordingly. Prerequisite: None. Open to first-year students only. Not Brabander Prerequisite: 101, 102, 106 or permission of instructor. open to students who have taken 101 or 102. Distribution: Natural and Physical Science or Mathematical Distribution: Natural and Physical Science. NOT OFFERED IN 2011-12. OFFERED IN 2012-13. Problems in environmental science are Modeling Semester: Spring Unit: 1.25 Semester: N/O. Offered In 2012-13. Unit: 1.25 inherently multidisciplinary and often require a GEOS 110 The Coastal Zone: Intersection of diverse skill set to analyze and solve. This course GEOS 213/ASTR 203 Planetary Geology Land, Sea, and Humanity with Laboratory will focus on developing a toolbox of skills includ- Bauer (Astronomy) Staf ing field methods, geochemical analysis (natural NOT OFFERED IN 2011-12. OFFERED IN NOT OFFERED IN 2011-12. This first-year waters, soils, and other environmental materials), 2012-13. Spacecraft observations have revealed course focuses on physical processes that frame and modeling with a goal of being able to frame a breathtaking diversity of geologic features in ecological and human interactions within the and solve environmental problems. Students the solar system, from ancient river valleys on dynamic coastal environment. At local field sites, will conduct semester-long research projects and Mars and violent volcanic eruptions on Io to ice students will observe, sample, and measure coastal will present their results in a final poster session. fountains on Enceladus and the complex surfaces processes in action to answer such questions as: Students may register for either GEOS 201 or ES of comets and asteroids. From a comparative Why do some beaches lose sand, where does it go, 201 and credit will be granted accordingly. point of view, this course examines the formation and what should we do about it? What are coastal Prerequisite: One of the following: 101, 102, 106, ES 101 or and evolution of the planets and small bodies in wetlands, and how do they form and function? permission of the instructor. the solar system. Topics will include: volcanism, Field trips will be supplemented by information Distribution: Natural and Physical Science Semester: N/O. Offered In 2012-13. Unit: 1.25 tectonic activity, impacts, and tides. Students may drawn from popular and scientific literature and register for either GEOS 213 or ASTR 203 and media. Students will participate in on-going GEOS 203 Earth Materials with Laboratory credit will be granted accordingly. Normally ofered research to learn how scientific data is generated, Hawkins in alternate years. analyzed, and applied. Final project involves field An introduction to the materials—minerals, Prerequisite: Fulfillment of the basic skills component of and laboratory research on a local coastal issue, rocks, magmas, sediments, soils—that make up the Quantitative Reasoning requirement and any 100-level including management implications. Weekend the Earth, and how those materials infuence the ASTR or GEOS course. field trip required. Distribution: Natural and Physical Science processes that operate within and on the surface Semester: N/O. Offered In 2012-13. Unit: 1.0

119 Geosciences GEOS 220 Volcanoes: Agents of Global cesses in popular human habitats including introduces geochemical approaches, including and Regional Change with Wintersession coastlines and food plains. Discussions, readings mass balance, residence time, isotope fraction- Laboratory and projects build students’ familiarity with topics ation, and thermodynamic and kinetic modeling Besancon, Hawkins including sediment transport, stratigraphy, and necessary to fingerprint sources of pollutants and From Mount Saint Helens to Vesuvius to modern and ancient depositional environments. track them in water, soil, and plants. These fun- Krakatau, volcanoes affect global climate, change Laboratory exercises and field trips emphasize field damentals will be explored in several classic case landscape evolution, and are sometimes the cause methods, rock identification, and data collection, studies and in semester-long geochemical research of tremendous disasters. Understanding the wide analysis and interpretation. Normally ofered in projects conducted by small groups. Normally variety of phenomena associated with volcanoes alternate years. ofered in alternate years. Students may register for provides a broad perspective on how science can Prerequisite: 200, 203, 206 or permission of the instructor. either GEOS 315 or ES 315 and credit will be be used to protect lives and further human needs Distribution: Natural and Physical Science granted accordingly. Semester: N/O Unit: 1.25 and interests. Using geologic literature, Internet Prerequisite: One course above the 100 level in two of the search, and a general text, we will study case following disciplines: Geosciences, Chemistry, Biological GEOS 306 Evolution of the Lithosphere Sciences or Environmental Studies; or permission of the histories of volcanoes on earth and in the solar Hawkins instructor. system. Written papers and oral presentations will In this course students will explore the origin, Distribution: Natural and Physical Science or Mathematical be important parts of the course. The laboratory Modeling growth and recycling of the earth’s strong outer is a three-week long Wintersession trip to Hawaii Semester: Spring Unit: 1.25 shell of rock, the lithosphere, and thereby consider and California that requires payment of additional fundamental questions about the Earth. How and fees. Normally ofered in alternate years. Subject to GEOS 320 Isotope Geochemistry when did the continents form? How do continents Dean’s Office approval. Brabander grow and why do they break apart? Has the mass NOT OFFERED IN 2011-12. OFFERED Prerequisite: Permission of the instructor and 101, 102, or and volume of continents changed over Earth 106. IN 2012-13. This seminar-style course will use Distribution: Natural and Physical Science history? How is oceanic lithosphere produced and the primary literature to study state-of-the-art Semester: Fall, Wintersession Unit: 1.25 what happens when it is recycled into the mantle? techniques in isotope geochemistry. Radiogenic, What are the implications of lithospheric recycling cosmogenic, and stable isotope systematics will be GEOS 230 Earth from Above: Maps, Remote for the thermal structure and composition of the explored with applications ranging from geochro- Sensing, and GIS mantle? Students will explore these questions by nology, tectonics, fate and transport of pollutants, Besancon reviewing the geologic, tectonic, geochemical, and the use of isotopes to trace biogeochemical Paper maps and photographs rapidly migrated petrologic and structural evidence, extracted from processes. Field trips to Boston area isotope labs into digital form. Governments, consulting firms, modern and ancient rocks, upon which current and opportunities for collaborative research proj- journalists and scientists use geographic informa- models for the evolution of the lithosphere are ects will complement the seminar. Normally ofered tion systems (GIS) and image analysis to manage constructed. Normally ofered in alternate years. in alternate years. natural resources, administer city infrastructure, Prerequisite: 203 and 206 or permission of the instructor. Prerequisite: CHEM 205 and 201, 203 or 206, or permis- search for water supplies, analyze land use and Distribution: Natural and Physical Science or Mathematical sion of the instructor. planning, investigate relationships between envi- Modeling Distribution: Natural and Physical Science Semester: Fall Unit: 1.0 ronmental factors, and prepare maps of all types. Semester: N/O. Offered In 2012-13. Unit: 1.0 Assignments examine a variety of problems in GEOS 308/ES 308 Wetlands Science with natural science using ArcGIS software. Normally GEOS 350 Research or Individual Study Laboratory ofered in alternate years. Prerequisite: Open by permission to juniors and seniors. Staf Distribution: None Prerequisite: 101, 102, 106, ES 101 or permission of NOT OFFERED IN 2011-12. Wetlands are instructor. Semester: Fall, Spring Unit: 1.0 Distribution: Natural and Physical Science among the most important environments on Semester: Spring Unit: 1.0 Earth, yet are widely undervalued and misunder- GEOS 360 Senior Thesis Research stood. Wetland science is an exciting, growing Prerequisite: By permission of department. See Academic GEOS 250 Research or Individual Study field, critical to addressing issues ranging from Distinctions. Prerequisite: Open by permission to students who have modern shoreline stabilization to fossil fuel extrac- Distribution: None taken three Geosciences courses including 101 or 102. This tion. This course will focus on sediment-water Semester: Fall, Spring Unit: 1.0 course cannot be counted towards the minimum major in interactions that create and maintain saltwater and Geosciences. freshwater wetland environments, and on the roles GEOS 370 Senior Thesis Distribution: None played by organisms within the geologic frame- Prerequisite: 360 and permission of department. Semester: Fall, Spring Unit: 1.0 work. Field trips to nearby wetlands will provide Distribution: None opportunities to make observations, collect Semester: Fall, Spring Unit: 1.0 GEOS 250H Research or Individual Study samples and develop research questions in con- Prerequisite: Open by permission to students who have sultation with scientists studying and managing Requirements for the Major taken three Geosciences courses including 101 or 102. This wetlands. These will be complemented by labora- course cannot be counted towards the minimum major in A major in geosciences includes eight geosciences Geosciences. tory sessions introducing techniques for sample Distribution: None analysis and by relevant readings. Final reports will courses (a minimum of eight units of course Semester: Fall, Spring Unit: 0.5 be submitted to organizations like the National work), at least six of which must be taken at Park Service or National Estuarine Research Wellesley. Entry into the major may be through GEOS 304 Sedimentology with Laboratory Reserve System. Two weekend field trips required. GEOS 101, GEOS 102 or GEOS 106. Four Staf Normally ofered in alternate years. Students may 200-level courses are required, normally to include NOT OFFERED IN 2010-11. Sedimentary register for either GEOS 308 or ES 308 and credit GEOS 200, GEOS 203 and GEOS 206. Three rocks cover most of the Earth’s present surface. will be granted accordingly. 300-level courses are required one of which may be GEOS 350, GEOS 360 or GEOS 370. Four Sedimentology encompasses the study of the Prerequisite: GEOS/ES 201, 203, 208, or permission of the origin, transport, deposition and lithification instructor. complementary courses from mathematics, bio- of sedimentary rocks, and is critical to accurate Distribution: Natural and Physical Science logical sciences, chemistry, physics, astronomy, interpretation of the geologic rock record. Semester: N/O Unit: 1.25 or computer science are also required, and two of Observations of modern sedimentary processes these must come from the same discipline. The illuminate past environments; sedimentary strata GEOS 315/ES 315 Environmental department also recommends that students major- record evidence of sea level change, glacial advanc- Geochemistry with Laboratory ing in geosciences take a geology field course, es and paleoclimate cycles, and preserve the fossil Brabander either the MIT 12.114-12.115 sequence offered in record. Natural resources including groundwater, Accurately predicting the fate and transport of alternate years by MIT or a summer geology field coal and petroleum are found in sedimentary naturally occurring toxic elements and anthropo- course offered by another institution. rocks. Society is impacted by sedimentary pro- genic compounds in the environment requires a broad set of multidisciplinary skills. This course

120 Geosciences Requirements for the Minor semester earns one unit of credit. Both semesters Department of German must be completed satisfactorily to receive credit for A minor in geosciences consists of five courses, either course. Professor: Hansen, Kruse A2, Nolden (Chair) including GEOS 101, GEOS 102 or GEOS 106 Prerequisite: None and at least one course at the 300 level. Assistant Professor: Hans Distribution: None Faculty Director of Study Abroad: Hans Semester: Fall, Spring Unit: 1.0 Honors The Department of German offers a varied cur- GER 122/WRIT 125 Hitler: The Man in The only route to honors in the major is writing riculum that introduces students to a wide range History, Literature, and Film a thesis and passing an oral examination. To be of texts and contexts in order to introduce the cul- tural heritage and contemporary life of Germany, NOT OFFERED IN 2011-12. The figure of admitted to the thesis program, a student must Adolf Hitler continues to horrify and fascinate have a grade point average of at least 3.5 in all Austria, and German-speaking Switzerland. Language courses emphasize rapid acquisition those who have inherited the world he changed work in the major field above the 100 level; the forever. This writing course explores the histori- department may petition on her behalf if her GPA of communication skills. Because almost all upper-level courses are conducted in German, cal figure of Hitler and subsequent responses to in the major is between 3.0 and 3.5. See Academic him by contemporaries, historians, writers, and Distinctions. the advanced student can achieve a high level of fuency. filmmakers. After reading Hitler’s own words and biographers’ accounts, we shall focus on repre- Graduate Study Goals for the Major sentations of the man from Germany (Brecht, The goals of the new, integrated major in German Thomas Mann) and elsewhere (Charlie Chaplin, Students considering graduate school are urged to Studies are, broadly stated, to equip students with Mel Brooks). This course is built around a series of take two semesters of mathematics, two of chem- the cultural and linguistic skills to participate in writing projects that focus on the historical sub- istry and two of physics. Students will choose an German-speaking cultures. Specifically: ject, and his legacy. Assignments will prepare you appropriate set of complementary courses with the to write a formal, analytical paper typical of many guidance of a departmental advisor. ••Students acquire in our courses the linguistic skills to engage in high-level conversation in disciplines at Wellesley: a paper that uses research German. tools to make a clearly articulated argument and uses evidence to express original thought. Includes ••Students learn to understand and appreciate a a third session each week. Students enrolled in wide variety of complex texts (literary, historical, German courses are encouraged to fulfill the WRIT journalistic, musical, cinematic, scholarly, etc.) 125 requirement with this class. This course counts as ••Students acquire the skills to write sophisticated a unit toward the German Studies major. German. Prerequisite: None. Open only to first-year students. ••Students receive a broad introduction to the Distribution: Language and Literature or Historical Studies cultures (comprising the art, history, music, Semester: N/O Unit: 1.0 philosophy, or politics) of German-speaking countries. GER 130 First-year Seminar: Fairy Tales and Children’s Literature: The Cultural Legacy of ••Students are prepared to follow a course of the Brothers Grimm studies at a German or Austrian university, to Hans succeed in internships in German-speaking This seminar focuses on fairy tales and their insti- firms, to enter graduate school in related fields, tutionalization in contemporary society. We shall and to pursue diverse careers both in the U.S. analyze the tales themselves in preparation for and abroad. examining ways in which they have been rescript- ed to subvert the originals (such as Anne Sexton’s GER 101W Beginning German Transformations). We shall include cinematic ver- TBA sions as well as narratives that appropriate origi- An introduction to contemporary German with nals while radically straying from them (Bronte’s emphasis on communicative fuency. Extensive Jane Eyre). Finally, we examine theoretical texts practice in all four skills: listening, speaking, read- that aim to uncover the very meaning of child- ing, and writing. Videos and Web-based activities hood as a state that so fascinates and mystifies us. introduce topics from contemporary culture in Prerequisite: None. Open to first year students only German-speaking countries. This course is the Distribution: Language and Literature ideal way to accelerate your mastery of German. Semester: Fall Unit: 1.0 Thus, the German Department strongly urges all participants to sign up for both semesters in order GER 201-202 Intermediate German to achieve the full introduction to the language Hans, Nolden that both semesters provide. After completing Strengthening and expanding of all language German 102, students may apply for a depart- skills with special emphasis on idiomatic usage. mental stipend to support summer language study Thorough grammar review, written, oral, and abroad. In order to retain credit for 101 students aural practice. Readings on contemporary cultural must also complete 102. Not ofered every year. topics, extensive practice in composition. Each Subject to Dean’s approval. semester earns one unit of credit. Both semesters must Prerequisite: None be completed satisfactorily to receive credit for either Distribution: None course. Semester: Wintersession Unit: 1.0 Prerequisite: 101-102 or permission of the instructor Distribution: One unit of Language and Literature for 202 GER 101-102 Beginning German Semester: Fall, Spring Unit: 1.0 Hansen, Kruse An introduction to contemporary German with GER 202W Intermediate German in Vienna emphasis on communicative fuency. Extensive Nolden practice in all four skills: listening, speaking, read- Like 202 on campus, this course strengthens and ing, and writing. Videos and Web-based activities expands all language skills including idiomatic introduce the student to topics from contempo- grammar review, oral and listening practice, read- rary culture in German-speaking countries. Each ings on contemporary and historical topics, and practice in composition. This course will be taught

121 German as an intensive wintersession course in Vienna and GER 238 Texts and Contexts: Genres of anxieties. We will trace cultural developments will feature an important cultural component. Not German Literature from Expressionism through New Objectivity; to ofered every year. Subject to Dean’s Office approval. the move towards National-Socialist ideology as NOT OFFERED IN 2011-12. This course Prerequisite: 201 or permission of the instructor. Application expressed in essays on social and political issues, required. presents representative works from major periods poetry, plays; and texts by authors such as Brecht, Distribution: Language and Literature of German literature. Texts will survey different Kästner, and Thomas Mann; and films by Wiene, Semester: Wintersession Unit: 1.0 genres (lyric poetry, drama, essay, prose fiction) Lang, and von Sternberg. Lectures, readings, and and major writers. We will develop skills of inter- discussions in English—no knowledge of German GER 235 The Fantastic in German Literature pretation through speaking and writing about all required. Hansen aspects of these works. The course has two goals. Prerequisite: None NOT OFFERED IN 2011-12. This course The first is to enhance appreciation of literature Distribution: Language and Literature or Historical Studies surveys the rich tradition of German literature and culture through close reading and contextual- Semester: N/O Unit: 1.0 of the fantastic and the uncanny. These works, ization of works by period and genre. The second which employ allegories of escapist fantasy, horror, is to develop communicative skills in order to GER 246 German Autobiography supernatural terror, delusion, and abnormal psy- negotiate complex meaning in speaking and writ- NOT OFFERED IN 2011-12. In this course, we chic states, are chosen for their literary treatment ing. Emphasis on vocabulary building, review of will read German autobiographies from several of fears that prey on the human imagination. selected grammar topics, and extensive writing centuries to familiarize ourselves with patterns of We shall begin with a couple of less well-known practice. Designed for students who have completed autobiographical writing as well as with important examples from the Grimms’ folktales, and four semesters of language training or equivalent. moments in German and Austrian history. Texts explore works of major writers for images of the Taught in German, three periods. will be drawn from the canon of literary memoirs, Doppelgänger, talking animals, and magical help- Prerequisite: 202 or permission of the instructor. but will also include the writings from scientists, ers. Emphasis on the development of communica- Distribution: Language and Literature politicians, and other persons of general interest. tive skills in order to negotiate complex meaning Semester: N/O Unit: 1.0 Our course will commence with passages from in reading, speaking, and writing. Review of the memoirs of the Jewish merchant Glückl von selected topics in grammar and style. Designed GER 239 Germany and Austria Today: Hameln, an example of early women’s autobio- for students who have completed four semesters of Advanced Conversation and Composition graphical writing. The emphasis of the course will language training or equivalent. NOT OFFERED IN 2011-12. Intensive practice be on the twentieth century. Prerequisite: 202 or permission of the instructor. in oral and written communication and presenta- Prerequisite: One unit taught in German above 202, or per- Distribution: Language and Literature tion; introduction to rhetorical strategies of con- Semester: N/O Unit: 1.0 mission of the instructor. versation and discussion; introduction to elements Distribution: Language and Literature of German prose style; practice of various forms Semester: N/O Unit: 1.0 GER 236 Post-War German Short Prose of writing. Review of selected grammar topics. Hans On the basis of newspaper and magazine articles, GER 250 Research or Individual Study This course focuses on short stories and novellas essays and stories, television news, film clips, and Prerequisite: Open by permission. from post-WWII Germany to the present. We Website materials, we will discuss and write about Distribution: None examine how literature confronted cultural change current events and issues in Germany and Austria. Semester: Fall, Spring Unit: 1.0 not only in a Germany first divided, then reuni- Designed for students who have completed four or fied, but also in an international context. Readings five semesters of language training or equivalent. GER 250H Research or Individual Study will include works by authors Heinrich Böll, Prerequisite: 202 or permission of the instructor. Prerequisite: Open by permission. Alfred Andersch, Christa Wolf, Judith Hermann Distribution: Language and Literature Distribution: None and Wladimir Kaminer. The course is designed Semester: N/O Unit: 1.0 Semester: Fall, Spring Unit: 0.5 to introduce great works of recent German litera- ture methods of literary analysis, and to practice GER 244 Deutschlandreisen: Fictional GER 276 Franz Kafka (in English) advanced language skills through targeted gram- Journeys Through Germany Kruse matical review, analytical writing, and discussion. NOT OFFERED IN 2011-12. In this course All aspects of Kafka’s works and life will be Taught in German, three periods. we will read travel narratives in which important explored in the historical and social context of Prerequisite: 202 or permission of the instructor. authors, painters, and film makers of the last two early twentieth-century Central Europe. We will Distribution: Language and Literature read a wide selection from his novels, short stories, Semester: Spring Unit: 1.0 centuries have captured their journeys through Germany. We will ask what it is that these travel- parables and aphorisms; diaries and letters. We will discuss the delight and difficulty of read- GER 237 Love in German Literature ers have perceived and experienced, how they have mapped out their journeys and how they ing Kafka, his posthumous reception as a world Hansen author, and his importance as a cultural icon in The course will explore some of the best-known have artistically represented their experiences. Texts, paintings, and films by Heinrich Heine, the late-twentieth and early-twenty-first centuries. literary expressions of romantic relationships Prerequisite: None written in German. We will begin with medieval Joseph von Eichendorff, Ernst Ludwig Kirchner, Wim Wenders, Christian Kracht, Sven Nadolny, Distribution: Language and Literature poetry of courtly love and move to examples from Semester: Fall Unit: 1.0 Goethe, the Romantics, Heinrich Heine, and then Konstantin Faigle, Wolfgang Büscher, Andre to the modern period. We will also study a song Kaminski, and others. GER 280/CAMS 204 Film in Germany, 1919– cycle by Franz Schubert. The topic encompasses Prerequisite: One unit taught in German above 202, or per- 2009 (in English) problems like falling in love, forbidden love, tragic mission of the instructor. Distribution: Language and Literature NOT OFFERED IN 2011-12. This course love, fulfillment, separation, and the erotic. The Semester: N/O Unit: 1.0 provides a survey of the history of films made by course has two goals. The first is to enhance appre- German directors. It introduces the student to the ciation of literature and culture through close GER 245 Radicals, Decadents, and New aesthetics and politics of the individual periods of reading and contextualization of works by period Women: Literature, Culture, and Society in German filmmaking, among them Expressionism, and genre. The second is to develop communica- Weimar Germany, 1918-1933 (in English) Film in the Third Reich, Postwar Beginnings, tive skills in order to negotiate complex meaning NOT OFFERED IN 2011-12. and New German Cinema. We will concentrate in speaking and writing. Emphasis on vocabulary The short- lived Weimar Republic represents a crucible in on films by Lang, Murnau, Riefenstahl, Sierck, building, review of selected grammar topics, and Staudte, Akin, Fassbinder, Wenders, and Tykwer. extensive writing practice. Designed for students which the traumatic after-effects of World War I violently collide with troubled political and Students may register for either GER 280 or CAMS who have completed four semesters of language train- 204 and credit will be granted accordingly. ing or equivalent. socio-economic conditions. What we often think of as the ‘Golden Twenties’ were, in fact, years Prerequisite: None Prerequisite: 202 or permission of the instructor. marked by hardship and radical extremism. We Distribution: Arts, Music, Theatre, Film, Video or Language Distribution: Language and Literature and Literature Semester: Fall Unit: 1.0 will examine and analyze literary and theoretical Semester: N/O Unit: 1.0 texts, films, and visual arts in order to understand how the new republic grappled with its hopes and

122 German GER 285 German Cult Texts GER 350 Research or Individual Study Requirements for the Major NOT OFFERED IN 2011-12. Critical analysis Prerequisite: Open by permission to juniors and seniors. ••The major in German Studies constitutes a of works that were read with fascination and Distribution: None Semester: Fall, Spring Unit: 1.0 minimum of 9 units. With the approval of the obsession by major audiences will help us under- department, courses taken abroad may count stand important trends and movements in social GER 350H Research or Individual Study toward the major at the 200 level. Each student and cultural history. Our study of the mass appeal should consult with her department advisor of Kultbücher will begin with Goethe’s Werther Prerequisite: Open by permission. Distribution: None about the best sequence of courses in her case. (1774) and end with Florian Illies’s Generation Semester: Fall, Spring Unit: 0.5 ••The nine units include two requirements, either Golf (2000). Works by Nietzsche, Rilke, Hesse, 325 or 329 or 389. The remaining seven units and others. Primary focus on the twentieth GER 360 Senior Thesis Research must be at the 200 level or above. 201 and 202 century. Prerequisite: By permission of department. See Academic count toward the major. Two of the other seven Prerequisite: One unit, taught in German above 202, or per- Distinctions. may be in English, and, with departmental mission of the instructor. Distribution: None approval, may include one course taught outside Distribution: Language and Literature Semester: Fall, Spring Unit: 1.0 Semester: N/O Unit: 1.0 of the department. GER 370 Senior Thesis ••Students who entered Wellesley before fall of GER 288/CAMS 213 From Berlin to 2009 may elect to complete the major require- Hollywood (in English) Prerequisite: 360 and permission of department. Distribution: None ments in effect at the time and should discuss NOT OFFERED IN 2011-12. This course will Semester: Fall, Spring Unit: 1.0 this with their departmental advisor. trace the complicated relationships between the two major centers of movie making by focusing GER 376 Kafka Requirements for the Minor on film directors who became icons of Hollywood Kruse after having spent their formative years in Berlin, Same course as 276 above, with additional read- ••The minor in German Studies requires a mini- Vienna, or Prague. We will discuss both the histo- ings in German, plus an additional weekly class mum of six units at the 200 level or above. With ry of commercial competition between Berlin and meeting taught in German with discussions in the approval of the department, courses taken Hollywood as well as notions of aesthetic transfer German. abroad may count toward the major at the 200 by analyzing the work of actors and directors such Prerequisite: Two units taught in German above 202, or per- level. Each student should consult with her as Marlene Dietrich, Peter Lorre, F.W. Murnau, mission of the instructor. departmental advisor about the best sequence of Fritz Lang, Ernst Lubisch, Billy Wilder, Douglas Distribution: Language and Literature courses in her case. Sirk, all the way through contemporary direc- Semester: Fall Unit: 1.0 ••One of the six units may be in English and may, tors like Wolfgang Petersen and Wim Wenders. with departmental approval, be taught outside of GER 389 Seminar Students may register for either GER 288 or CAMS the department. 213 and credit will be granted accordingly. Nolden Topic for 2011-12: Berlin-Story of a Prerequisite: None Honors Distribution: Language and Literature or Arts, Music, Metropolis. This course will introduce students Theatre, Film, Video to the many roles Berlin has played in European The department offers two plans for the honors Semester: N/O Unit: 1.0 and World history in general and in the German program. Plan A (See Senior Thesis Research, imagination in particular. The survey will begin 360 and 370) offers the opportunity for original GER 325 Goethe and His Critics with the city’s place in Prussian ideology and end work culminating in the writing of a longer paper Nolden with its current position within European and or papers with an oral defense. See Academic Texts from all phases of Goethe’s literary career global culture. Students will be asked to create an Distinctions. Plan B, honors by examination. will be studied in their cultural and sociohistori- interactive historical map of the city’s main sites Written and oral examinations are based on a cal context. Readings will include examples from (incl. Sanssouci, Wannsee, Kreuzberg, Tempelhof, reading list devised by the student under the guid- Goethe’s poetry, dramatic and narrative works as Prenzlauer Berg, etc). Materials will be drawn ance of an advisor. Plan B carries no course credit, well as texts by some of Goethe’s contemporary from a wide variety of sources, including historical but where appropriate, students may elect a unit critics (i. e. Kleist and Heine). documents, architecture, literature, and film. of 350 to prepare a special project that would be Prerequisite: Two units taught in German above 202, or per- Prerequisite: One 300-level unit or permission of instructor. included in the honors examination. mission of the instructor. Distribution: Language and Literature Distribution: Language and Literature Semester: Spring Unit: 1.0 Semester: Fall Unit: 1.0 Study Abroad

GER 329 Men Writing Women? Readings in Department Information Students in GER 201 who wish to accelerate at the intermediate level may apply to the January- Eighteenth- and Early Nineteenth-Century The language of instruction above the 100 level is in-Vienna program. Participants travel to Vienna Literature almost exclusively German unless otherwise noted. in January where they study with a professor Students thus have constant practice in hearing, NOT OFFERED IN 2011-12. This course from the German Department. During their stay reading, speaking, and writing the language. introduces themes and issues of the German they complete GER 202W and receive credit as Enlightenment, Storm and Stress, Classicism, and The department reserves the right to place a new they would for a course taken on campus. Upon Early Romanticism. Texts by Gellert, Lessing, student in the course for which she seems best returning for the second semester at Wellesley, stu- Wagner, Schiller, Goethe, and Kleist. prepared, regardless of background and number of dents are encouraged to continue with a 200-level Prerequisite: Two units taught in German above 202, or per- units she offers for admission. course taught in German. mission of the instructor. Beginning in fall 2009 the department will offer Distribution: Language and Literature Qualified students are encouraged to spend the Semester: N/O Unit: 1.0 a unified major called German Studies as well as a junior year with Middlebury College in Berlin, or minor in German Studies. GER 101-102 is count- another program approved by the College. GER 345 Radicals, Decadents, and New ed toward the degree but not toward the major or Women: Literature, Culture, and Society in minor. Students who begin German at Wellesley Weimar Germany, 1918-1933 and wish to major, will be encouraged to advance as quickly as possible to upper-level work by doing NOT OFFERED IN 2011-12. Same course as intermediate language training during the summer 245, with additional readings in German, and an or accelerating in our January-in-Vienna program additional weekly class meeting with discussions during Wintersession. in German. Three periods. Prerequisite: Two units taught in German above 202, or per- mission of the instructor. Distribution: Language and Literature or Historical Studies Semester: N/O Unit: 1.0

123 German German Studies Requirements for the Major Hebrew Students who entered Wellesley before fall 2009 AN INTERDEPARTMENTAL MAJOR may choose to structure a German Studies major For Elementary and Intermediate Hebrew, and Research or Independent Study in Hebrew see Director: Hansen (German) in the following way: (see description below). However, it is recommended that a student fol- Jewish Studies. The following text describes the interdepart- low the requirements for the new, unified major mental major that is being replaced for students (as described earlier under the Department of entering Wellesley in the fall of 2009 or later by German). the restructured major (see the description in the German department). This older option is GER 202 may count toward the eight-unit mini- still available for current students who entered mum major. A minimum of five units should be Wellesley before 2009. completed in the German department, one of them at the 300 level. The elective units taken This interdisciplinary and interdepartmental major in the German department may be drawn from is designed to provide the student with a broader courses taught in German or English. The follow- understanding of the cultures of Germany, ing courses constitute the minimum eight-unit Austria, and Switzerland by achieving an advanced major: level of language proficiency and by studying the art, history, literature, philosophy, and politics of ••201, 202 these countries in depth. ••Two 200-level courses above 202, at least one taught in German GERS 250 Research or Individual Study ••Two 300-level courses. It is recommended that Prerequisite: Open by permission. one of these units be a seminar. Distribution: None ••Three electives, one preferably at the 300-level. Semester: Fall, Spring Unit: 1.0 One of these electives may be a course offered in English in the German Department or one GERS 250H Research or Individual Study chosen from another department. If a student Prerequisite: Open by permission. chooses a course in English from another depart- Distribution: None ment, it must be approved by her advisor. A stu- Semester: Fall, Spring Unit: 0.5 dent who enrolls in these courses is expected to GERS 350 Research or Individual Study do a project or paper on a German, Austrian, or Swiss topic in order to count the course toward Prerequisite: Open by permission to juniors and seniors. her German Studies major. She may also do an Distribution: None Semester: Fall, Spring Unit: 1.0 interdisciplinary 360-370 project that is super- vised by an interdepartmental committee. With GERS 350H Research or Individual Study approval of the relevant department, courses taken abroad may count at the 200 level toward Prerequisite: Open by permission. Distribution: None the major. A course in German history is highly Semester: Fall, Spring Unit: 0.5 recommended, as are two units from a single allied field. While it is helpful to have an advisor GERS 360 Senior Thesis Research in the allied field, a student must have a major Prerequisite: By permission of department. See Academic advisor in the German department, who must Distinctions. approve all German Studies programs. Distribution: None Semester: Fall, Spring Unit: 1.0 Honors GERS 370 Senior Thesis The route to honors in the major is writing a Prerequisite: 360 and permission of the director. thesis. To be admitted to the thesis program, a Distribution: None Semester: Fall, Spring Unit: 1.0 student must have a grade point average of at least 3.5 in all work in the major field above the 100 level. See Academic Distinctions.

124 German Studies/Hebrew Department of History HIST 200 Roots of the Western Tradition consider how different groups have defined and Rogers adopted “American” identities, and how defini- tions of the nation and citizenship shifted in Professor: Kapteijns (Chair, Fall), Malino, Rogers In this introductory survey, we will examine how relations to domestic and global happenings. This (Chair, Spring), Shennan, Tumarkin A2 the religious, political, and scientific traditions of western civilization originated in Mesopotamia will include considering how ideas of gender, race, Associate Professor: Giersch A2, Matsusaka, Osorio, and Egypt from 3500 B.C.E. and were developed ethnicity, and citizenship intersected within proj- Ramseyer A2 by Greeks and Romans until the Islamic inva- ects of nation building. We will cover topics that Assistant Professor: Frace, Grandjean A1, Greer, sions of the seventh century C.E. The course will include domestic race relations, U.S. imperialism, Quintana, Rao, Slobodian A help students to understand the emergence of mass consumption, globalization, and terrorism, and developments such as legalized segregation, History is the study of the cumulative human polytheism and the great monotheistic religions, the Depression, World Wars I and II, and modern experience. As a study of change in human society the development of democracy and republicanism, social progressive and conservative movements. over time, it lies at the foundations of knowledge and the birth of western science and the scientific in both the humanities and the social sciences, method. Prerequisite: None Distribution: Historical Studies offering its own approaches to questions explored Prerequisite: None Semester: Spring Unit: 1.0 in both branches of learning. The study of history Distribution: Historical Studies or Religion, Ethics and prepares students for a wide range of careers that Moral Philosophy Semester: Fall Unit: 1.0 HIST 205 The Making of the Modern World require broad knowledge of the human experience Order as well as critical thinking, research, and writing HIST 201 The Rise of the West? Europe Matsusaka (Fall), Frace (Spring) skills. Most of the major geographical fields in his- 1789–2003 This foundational course in international history tory as well as the subdisciplines of social, cultural, Slobodian explores the evolution of trade, competition, and political, and economic history are represented in NOT OFFERED IN 2011-12. This course traces cultural interaction among the world’s diverse our course offerings and in the research interests the history of Modern Europe and the idea of communities, from the Mongol conquests of the of our faculty. “the West” from the French Revolution to the late-thirteenth century through the end of the Goals for the Major Second Gulf War. We will explore the successes of twentieth century. Themes include: the growing Students who successfully complete a major in empire, industry, and technology that underwrote divergence in trajectories of the Western and history will have acquired: European global domination until World War I non-Western worlds evident by the fifteenth century; the rise of European wealth and power ••A broad and deep understanding of the process and Europe’s subsequent financial dependence on the United States. We will reexamine conventional in the seventeenth and eighteenth centuries; of change over time, the relationship between imperialism and its impact, the evolution of the past and present, and historical causality. narratives of the rise of Europe and the West, and explore how people experienced “progress” nation-state; scientific and industrial revolutions; ••A humanistic awareness of the individual as differently according to geography, class, gender, and “modernization” and the non-Western world part of a larger temporal stream, a civic sense of nationality, and ethnicity. We will also follow the in the twentieth century. Attention to agents of historical responsibility, and a social-scientific emergence of mass consumption, urbanization, global integration, including trade, technology, consciousness of societies and cultures as evolv- total war, genocide, and decolonization, as well as migration, dissemination of ideas, conquest, war, ing systems. the developing political idioms of national self- and disease. ••Solid grounding in a body of specialized his- determination, feminism, and human rights, and Prerequisite: None torical and historiographical knowledge about the scientific idioms of eugenics, psychology, and Distribution: Historical Studies selected countries and regions or comparative anthropology. Semester: Fall, Spring Unit: 1.0 problems that span various cultures and times. Prerequisite: None HIST 206 From Conquest to Revolution: A ••Diversified knowledge of the histories and his- Distribution: Historical Studies Semester: N/O Unit: 1.0 History of Colonial Latin America toriographies of a range of cultures and chrono- Osorio logical periods. HIST 203 Out of Many: American History The “discovery” by Christopher Columbus in ••A critical understanding of the methods that to 1877 1492 of the “New World” unleashed a process historians employ in reconstructing the past, Quintana of dramatic changes in what we now call Latin including various approaches to historical An introduction to American life, politics and cul- America. Spanning roughly from the fifteenth research, the interpretation of primary sources ture, from the colonial period through the after- through the mid-eighteenth centuries, this course and other evidence, and the uses of theory in math of the Civil War. Surveys the perspectives of examines the ideological underpinnings of the historical analysis. the many peoples converging on North America Spanish Conquest, the place of the Americas in a ••Extensive training and experience in reading during this era, and explores the shifting fault lines universal Spanish empire, and the role of urban monographs and scholarly articles critically, of “liberty” among them. Because Early America centers in the consolidation of Spanish rule. in writing concise analytical essays and longer was not inevitably bound toward the creation of Emphasis is placed on indigenous societies and the research papers, and in oral communication the “United States of America,” we will ask how transformation and interactions with Africans and skills. such an unlikely thing, in fact, happened. How Europeans under colonial rule; the role of Indian did a nation emerge from such a diverse array of labor and African slavery in the colonial economy; the creation, consolidation, and decline of colo- HIST 115 First-year Seminar: Routes of Exile— communities? And how did various peoples come to claim citizenship in this new nation? Emphasis, nial political institutions; and, finally, the role of Jews and Muslims religion and baroque ritual in the creation of new Malino too, on the issues that convulsed the American colonies and early republic: African slavery, revo- hybrid colonial cultures and identities. This course will examine exile—both internal and lutionary politics, immigration, westward expan- Prerequisite: None geographic—through contemporary memoirs, let- sion, and the coming of the Civil War. Distribution: Historical Studies ters, novels and films. Our primary focus will be Semester: Fall Unit: 1.0 on Jews and Muslims living in North Africa and Prerequisite: None Distribution: Historical Studies the Middle East. Questions to be asked include: Semester: Fall Unit 1.0 HIST 207 Contemporary Problems in Latin How was community defined? What provided the American History author with a sense of belonging? What prompted HIST 204 The United States in the Twentieth Osorio his/her exile? Could a community be reconstruct- Century In this problem-centered survey of the contem- ed in exile? If so on what terms? Each week we Greer porary history of Latin America we will critique shall explore a different expression of exile, placing The United States’ past is one of making and and go beyond the many stereotypes which have it in its historical context. Discussion will include re-making the nation—as a government, a place, inhibited understanding between Anglo and Latin comparisons and contrasts with previous readings. and a concept. This course surveys that dynamic America, cultivating instead a healthy respect for Prerequisite: None. Open only to first-year students. process from the post-Reconstruction period complexity and contradiction. Over the course Distribution: Historical Studies through 9/11. Examining the people, practices, of the semester we will examine key themes in Semester: Fall Unit: 1.0 and politics behind U.S. nation building, we will current history, including the dilemmas of uneven

125 History national development in dependent economies; radical mobilization of the working class; aboli- eval Mediterranean and the intellectual, literary, the emergence of anti-imperialism and vari- tionism; questions of social and sexual hierarchies and artistic achievements of Christian, Muslim, ous forms of political and cultural nationalism; raised at home by an expanding empire abroad; and Jewish communities. the richness and variety of revolution; ethnic, and the birth of liberal, conservative, and socialist Prerequisite: None religious, feminist, literary, artistic, and social ideologies. This course will center on England, but Distribution: Historical Studies movements; the imposing social problems of the will also look at Scotland and Ireland’s particular Semester: N/O Unit: 1.0 sprawling Latin American megalopolis; the politi- histories of resistance, conquest, and integration. cal heterodoxies of leftism, populism, authoritari- Prerequisite: None HIST 214 Medieval Italy anism, and neoliberalism; the patterns of peace, Distribution: Historical Studies Ramseyer violence, and the drug trade; the considerable U.S. Semester: N/O Unit: 1.0 NOT OFFERED IN 2011-12. This course infuence in the region, and finally, transnational provides an overview of Italian history from the migration and globalization. HIST 211 Bread and Salt: Introduction to disintegration of the Roman Empire in the fifth Prerequisite: None Russian Civilization century through the rise of urban communes Distribution: Historical Studies Tumarkin in the thirteenth century. Topics of discussion Semester: Spring Unit: 1.0 NOT OFFERED IN 2011-12. For centuries include the birth and development of the Catholic Russians have welcomed visitors with offerings Church and the volatile relationship between HIST 208 Society and Culture in Medieval of bread and salt. This introductory course is an popes and emperors, the history of monasticism Europe earthy immersion in Russian life and culture from and various other forms of popular piety as well as Ramseyer the age of Tolstoy to Putin’s dissonant new Russia. the role of heresy and dissent, the diverging histo- NOT OFFERED IN 2011-12. This course exam- Black bread, dense and pungent, is central to our ries of the north and the south and the emergence ines life in medieval Europe c. 750–1250 in all its exploration of food, feasting, fasting, and famine of a multi-cultural society in southern Italy, and manifestations: political, religious, social, cultural, in the Russian experience. We will weave in both the development and transformation of cities and and economic. Topics to be studied include related and contrapuntal themes, such as: religious commerce that made Italy one of the most eco- the papacy, the political structures of France, practice, folk beliefs and peasant life; surviving nomically advanced states in Europe in the later Germany, and Italy, monks and monastic culture, Stalinism in the age of terror; making do in the medieval period. religion and spirituality, feudalism, chivalry, court- surreal “era of stagnation” under Brezhnev; and Prerequisite: None ly love and literature, the crusading movement, the splendor and agony of Russian high culture. Distribution: Historical Studies intellectual life and theological debates, economic Guest lectures by Russianists in disciplines other Semester: N/O Unit: 1.0 structures and their transformations, and the than history. varied roles of women in medieval life. Students Prerequisite: None HIST 215 Gender and Nation in Latin America will learn to analyze and interpret primary sources Distribution: Historical Studies Osorio from the period, as well as to evaluate critically Semester: N/O Unit: 1.0 NOT OFFERED IN 2011-12. Since their inven- historiographical debates related to medieval tion in the early nineteenth century, nations and history. HIST 212 Atlantic Revolutions and the Birth states in Latin America have been conceived of Prerequisite: None of Nations in gendered terms. This has played a key role in Distribution: Historical Studies Osorio producing and reproducing masculine and femi- Semester: N/O Unit: 1.0 This course deals with the momentous social, nine identities in society. This course examines political, and cultural transformations that the powerful relationship between gender and HIST 209 The British Isles: From Roses to characterized the American, French, Haitian, nation in modern Latin America. Topics include Revolution and Spanish American Revolutions (the “Atlantic patriarchal discourses of state and feminized repre- Frace Revolutions”). Straddling the late eighteenth sentations of nation; the national project to define By the late seventeenth century, the British Isles and early nineteenth centuries (the “Age of the family as a male-centered nuclear institution; were poised to compete for European (and soon Revolutions”), these social and political move- the idealization of motherhood as a national and global) dominance, yet their unsteady road to ments constituted a watershed of violent change Christian virtue; the role of military regimes in power and stability was precarious at every turn. that ushered in the (many) problems and possibili- promoting masculine ideologies; state regulations This course will thus explore a period that is ties of the modern world: the birth of the Nation, of sexuality and prostitution; changing definitions often as renowned as it is misunderstood, and nationalism, and democracy, among others. We of the feminine and masculine in relation to the whose defining events and personalities have long will seek answers to questions such as: How did emergence of “public” and “private” spheres; and captured the historical imagination: the Wars of nationalism and universalism shape the nature and struggles over the definition of citizenship and the Roses; King Henry VIII; Queen “Bloody” strategies of revolt and counter-revolution? What nationality. Mary and Elizabeth; the British Civil War/ was the role of slavery, race, women, religion, and Prerequisite: None Puritan Revolution; and the Royal Restoration. geography in defining citizenship? How did his- Distribution: Historical Studies While moving across time, we will also focus on torical writing and revolution work to create the Semester: N/O Unit: 1.0 the broader socioeconomic, religious, and intel- foundational myths of the modern nation? lectual changes that defined each monarch’s reign. Prerequisite: None HIST 219 The Jews of Spain and the Lands The course centers on England, but integrates Distribution: Historical Studies of Islam Scotland’s and Ireland’s particular histories of con- Semester: Spring Unit: 1.0 Malino quest and resistance. NOT OFFERED IN 2011-12. The history of HIST 213 Conquest and Crusade in the Prerequisite: None the Jews in Muslim lands from the seventh to the Distribution: Historical Studies Medieval Mediterranean twentieth century. Topics include Muhammed’s Semester: Fall Unit: 1.0 Ramseyer relations with the Jews of Medina, poets, princes NOT OFFERED IN 2011-12. This course and philosophers in Abbasid Iraq and Muslim HIST 210 The British Isles: From Glorious examines life in the Mediterranean from the Spain, scientists, scholars and translators in Revolution to Global Empire disintegration of the Roman Empire in the fourth Christian Spain, the Inquisition and emergence of Frace and fifth centuries through the Latin Crusades a Sephardic diaspora. Twentieth-century focus on NOT OFFERED IN 2011-12. Between the of the Holy Land in the eleventh and twelfth the Jewish community of Morocco. seventeenth century and Queen Victoria’s reign, centuries. Readings will focus on the various wars Prerequisite: None Britain transformed itself from a relatively minor and conficts in the region as well as the politi- Distribution: Historical Studies European kingdom into the wealthiest and most cal, religious, and social structures of the great Semester: N/O Unit: 1.0 powerful nation in the world, ruling over a quarter Christian and Muslim kingdoms, including the of the earth’s population. This course will explore Byzantine Empire, the Islamic caliphates of the HIST 220 United States Consumer Culture and Britain’s often tumultuous history while address- Fertile Crescent and North Africa, the Turkish Citizenship ing several major themes, such as: the creation of emirates of Egypt and the Near East, and the Greer a modern consumer society; secularization; the Latin Crusader States. Attention will also be paid We are a nation organized around an ethos of buy- to the cultural and religious diversity of the medi- ing things. Throughout the twentieth century, the government, media, big business, and the public

126 History increasingly linked politics and consumerism, and HIST 228 Swords and Scandals: Ancient HIST 232 The Transformation of the Western the formulation has been a route to empowerment History in Films, Documentaries, and Online World: Europe from 1300–1815 and exclusion. In this course, we study how and Rogers Frace why people in the United States theorized about, NOT OFFERED IN 2011-12. Films such as This course will provide a dynamic overview of practiced, and promoted mass material consump- Gladiator, The Passion of the Christ, and 300, the intellectual, sociopolitical, and cultural move- tion from the turn of the twentieth century into documentaries such as The Last Stand of the 300, ments and events that defined Europe during its the twenty-first. Topics will include: the rise of and internet courses such as Alexander Online turbulent shift into modernity. From the Black consumer culture, the innovations of department perhaps infuence how the majority of people now Plague to the French Revolution, we will focus stores, malls, freeways, and suburbs, developments understand antiquity. But are these visual media on: the secular humanism of the Renaissance; the in advertising and marketing, the global position historically reliable representations of the past? Or Reformation and the resulting Wars of Religion; of the American consumer in the post-World do they rather primarily refect changing artistic the emergence of absolutist autocracies and mod- War II United States, and the political utility and societal concerns? How have the use of digital ern liberal states; the radical Enlightenment; femi- of consumption to various agendas, including back-lots, blue screens, and other technical inno- nism, and the dueling ideologies of embryonic promoting free enterprise, combating racism, and vations affected how the past is being represented capitalism and socialism. By including documents battling terrorism. and understood? In this course we will examine ranging from private diaries and letters to political Prerequisite: None the representation of the ancient world in films, treatises and popular publications, this course will Distribution: Historical Studies documentaries, and online media from the “Sword bring to vivid life a world that is at once foreign Semester: Fall Unit: 1.0 and Sandal” classics of the past such as Ben-Hur and familiar. to the present, within the scholarly frameworks of HIST 222 The Barbarian Kingdoms of Early Prerequisite: None ancient history and modern historiography. Distribution: Historical Studies Medieval Europe Semester: Fall Unit: 1.0 Ramseyer Prerequisite: None Distribution: Historical Studies This course examines the Barbarian successor Semester: N/O Unit: 1.0 HIST 236 The European Enlightenment: states established in the fifth and sixth centuries A Revolution in Thought, Culture, and Action after the disintegration of the Roman Empire in HIST 229/329 Alexander the Great: Frace the west. It will focus primarily on the Frankish Psychopath or Philosopher King NOT OFFERED IN 2011-12. The kingdom of Gaul, but will also make forays into Rogers Enlightenment has been alternately demonized Lombard Italy, Visigothic Spain, and Vandal NOT OFFERED IN 2011-12. Alexander the and revered for its prominent role in forging North Africa. In particular, the course will look Great murdered his best friend, married a Bactrian Western modernity. Was it the harbinger of mod- in-depth at the Carolingian empire established princess, and dressed like Dionysus. He also con- ern democracy, secularism, and feminism? Or of c. 800 by Charlemagne, who is often seen as the quered the known world by the age of 33, fused ethnocentric racism, sexism, and the terror? This founder of Europe, and whose empire is often the eastern and western populations of his empire, course will examine the works of the most innova- regarded as the precursor of today’s European and became a god. This course will examine tive and controversial writers in the canon, includ- Union. Political, cultural, religious, and economic the personality, career, and achievements of the ing Mary Wollstonecraft, Kant, Montesquieu, developments will be given equal time. greatest conqueror in Western history against the Voltaire, Rousseau, Locke, and Diderot. We will Prerequisite: None background of the Hellenistic World. This course also address the forgotten legions of men and Distribution: Historical Studies may be taken as either 229 or, with additional women who comprised the international republic Semester: Fall Unit: 1.0 assignments, as 329. of letters, and who frequented the (sometimes respectable, often scandalous) coffeehouses, salons, HIST 224 Zionism and Irish Nationalism: Prerequisite: 229: None; 329: Permission of the instructor. Distribution: Historical Studies and secret societies of the eighteenth century. Our A Comparative Perspective Semester: N/O Unit: 1.0 discursive focus will be on political hegemony, Malino civil liberties, religious toleration, gender, social Emergence and evolution of Zionism and Irish HIST 230 Greek History from the Bronze Age development, sexuality, and race. nationalism in the nineteenth and twentieth to the Death of Philip II of Macedon centuries. Poets, ideologues, charismatic leaders; Prerequisite: None Rogers Distribution: Historical Studies immigration and diaspora. Political, social, reli- NOT OFFERED IN 2011-12. The origins, Semester: N/O Unit: 1.0 gious and ideological trends in modern Israel and development, and geographical spread of Greek in Ireland. Comparisons and contrasts. culture from the Bronze Age to the death of HIST 240 Cities in Modern Europe Prerequisite: None Philip II of Macedon. Greek colonization, the Slobodian Distribution: Historical Studies Persian Wars, the Athenian democracy, and the NOT OFFERED IN 2011-12. This lecture Semester: Fall Unit: 1.0 rise of Macedon will be examined in relation to course explores the uses and visions of the city the social, economic, and religious history of the in Europe since the mid-nineteenth century. The HIST 227 The Renaissance in Italy and Greek polis. course covers both the history of modern urban Northern Europe planning and the responses to it—the way the city Frace Prerequisite: None Distribution: Historical Studies was designed and the way it was lived. We will NOT OFFERED IN 2011-12. The legendary Semester: N/O Unit: 1.0 begin by looking at differing theories of the city: rebirth of classical learning coincided with an era Was it a place of freedom or increased control, of global expansion, the religious Inquisition, and HIST 231 History of Rome especially for socially marginalized groups like civil unrest. While placing Renaissance Europe Rogers women, colonized populations and the poor? Was into its wider historical context, this course will Rome’s cultural development from its origins as a it an artifact of dominant social forces or a space emphasize cultural developments and intellectual small city state in the eighth century B.C.E. to its for individual self-creation? Themes we will cover innovations. While ranging between London, rule over a vast empire extending from Scotland include colonial urbanism, modernism, fascist city Oxford, Rotterdam, Paris, Florence, and Venice, to Iraq. Topics include the Etruscan infuence on planning, suburbanization, tourism, migration we will interrogate the minds and worlds of dis- the formation of early Rome, the causes of Roman and reclamations of urban space by social move- tinguished scholars and the common crowd. How expansion throughout the Mediterranean during ments, squatters and youth subcultures. did they redefine what it meant to be human or a the Republic, the Hellenization of Roman society, member of society? What were the heated debates Prerequisite: None the urbanization and Romanization of Western Distribution: Historical Studies over the roles of women or sexuality, or over the Europe, the spread of “mystery” religions, the Semester: N/O Unit: 1.0 nature of God and religious heresy? How did the persecution and expansion of Christianity, and the accumulation of wealth and the exploration of economy and society of the Empire. HIST 242 Postwar Europe and the Three “new worlds” change society? Prerequisite: None Germanies Prerequisite: None Distribution: Historical Studies Slobodian Distribution: Historical Studies Semester: Spring Unit: 1.0 NOT OFFERED IN 2011-12. In 1945, Semester: N/O Unit: 1.0 Germany’s war had left much of Europe in ruins. Yet postwar planners recognized that the

127 History continent’s strongest economic power and most world, to the Mongol overlordship of Russia, the southern) whites. In this course, we explore the populous country would have to remain the rise of Moscow, and the legendary reign of Ivan multiple ways—beyond protest and resistance— center of a reconstructed Europe. This course the Terrible. We move eastward as the Muscovite that blacks in the twentieth-century United explores the challenges confronting a divided state conquers the immense reaches of Siberia States struggled for their rights and equality using continent after 1945 through the histories of East by the end of the turbulent seventeenth century, resources at their disposal. This exploration will and West Germany, which faced similar problems, when the young and restless Tsar Peter the Great take us out of the South, and consider actors and but developed solutions that refected the differ- travels to Western Europe to change Russia forev- activities often neglected in the narrations of the ing ideologies of state socialism and capitalism. er. We will focus on khans, princes, tsars, nobles, struggle. Throughout, we will return to the follow- It compares the relative infuence of the U.S. peasants and monks; social norms and gender ing questions: What defines a movement? What and Soviet “partners,” strategies for dealing with roles; icons and church architecture; and a host of constitutes civil rights versus black power activity? the Nazi past and histories of collaboration, and Russian saints and sinners. And, how and why are people and institutions— efforts to build consumer culture and domestic Prerequisite: None then and now—invested in particular narratives of consent. It also compares youth revolt, gender Distribution: Historical Studies the black freedom struggle? politics, immigration, and explores the role of a Semester: N/O Unit: 1.0 Prerequisite: None third, reunified Germany in Europe and the world Distribution: Historical Studies after 1989. HIST 247 Splendor and Serfdom: Russia Under Semester: Spring Unit: 1.0 Prerequisite: None the Romanovs Distribution: Historical Studies Tumarkin HIST 253 Native America Semester: N/O Unit: 1.0 NOT OFFERED IN 2011-12. An exploration of Grandjean Imperial Russia over the course of two tumultu- NOT OFFERED IN 2011-12. An introduction HIST 243 Gender and Sexuality in Twentieth- ous centuries, from the astonishing reign of Peter to the history of Native American peoples, from Century Europe the Great at the start of the eighteenth century, precontact to the present. Through a survey of Slobodian to the implosion of the Russian monarchy under scholarly works, primary documents, objects, films NOT OFFERED IN 2011-12. Issues of gender the unfortunate Nicholas II early in the twen- and Indian autobiographies, students will grapple and sexuality were central to projects of social tieth, as Russia plunged toward revolution. St. with enduring questions concerning the Native and political transformation in twentieth-century Petersburg—the stunning and ghostly birthplace past. How should we define “Native America”? Europe. Regimes of nationalism, socialism, fas- of Russia’s modern history and the symbol of How interconnected were Native peoples, and cism, and capitalism each provided prescriptive Russia’s attempt to impose order on a vast, mul- when? Can we pinpoint the emergence of “Indian” models of “good” and “healthy” gender relation- tiethnic empire—is a focus of this course. We identity and understand how it developed? This ships, making sexuality the frequent and ongoing will also emphasize the everyday lives of peasants course confronts those questions and other issues site for state and scientific intervention. At the and nobles; the vision and ideology of autocracy; in Native American history, through such topics same time, the ruptures of two world wars and the Russia’s brilliant intelligentsia; and the glory of her as: the “discovery” of Europe and its effects, cul- effects of modernization created spaces for unprec- literary canon. tural and commercial exchange with Europeans, edented challenges to sexual mores from below. Prerequisite: None removal, the struggle for the West, the “Indian This course explores the fraught, and occasionally Distribution: Historical Studies New Deal,” and the Red Power movement of the deadly, debates over sexual normalcy in twentieth Semester: N/O Unit: 1.0 1970s. Special attention to the Native northeast. century Europe through the topics of eugenics, Prerequisite: None psychoanalysis, first and second wave feminism, HIST 248 The Soviet Union: A Tragic Colossus Distribution: Historical Studies the sexual politics of fascism, and the rise of the Tumarkin Semester: N/O Unit: 1.0 permissive society. The Soviet Union, the most immense empire Prerequisite: None in the world, hurtled through the twentieth HIST 256 Brave New Worlds: Colonial Distribution: Historical Studies century, shaping major world events. This American History and Culture Semester: N/O Unit: 1.0 course will follow the grand, extravagant, and Grandjean often brutal socialist experiment from its fragile This course considers America’s colonial past. It HIST 245 The Social History of American inception in 1917 through the rule of Lenin, is a bloody but fascinating history, with plenty Capitalism from Revolution to Empire Stalin, Khrushchev, Brezhnev, and Gorbachev, of twists and turns. We will investigate colonial Quintana after which the vast Soviet empire broke apart American culture and ordinary life (including gen- There is perhaps no better time than the pres- with astonishing speed. We will contrast utopian der, family life, ecology, the material world, reli- ent to study the history of American capitalism, constructivist visions of the glorious communist gion and magical belief), as well as the struggles as political leaders, pundits, bank and business future with Soviet reality. Special emphasis on experienced by the earliest colonists and the impe- executives, and workers across the world struggle Soviet political culture, the trauma of the Stalin rial competition that characterized the colonial to negotiate a reprieve from our current economic years and World War II, and the travails of every- period. Between 1607 and 1763, a forid variety crisis. This course will explore the development of day life. of cultures bloomed on the North American con- American capitalism from its birth in the mercan- Prerequisite: None tinent. We will explore these, with an eye toward tile world of imperial Great Britain through the Distribution: Historical Studies understanding how the English colonies emerged financial ruin of the Great Depression. This course Semester: Fall Unit: 1.0 from very uncertain beginnings to become—by will closely examine the relationship between the mid-eighteenth century—the prevailing power government, business, and society by engaging HIST 250 Research or Individual Study on the continent. key moments in nineteenth-century American Prerequisite: Open to first-year students and sophomores. Prerequisite: None economic history: the rise of the corporation, Distribution: None Distribution: Historical Studies transportation and communication innovations, Semester: Fall, Spring Unit: 1.0 Semester: Spring Unit: 1.0 industrialization, American slavery and commod- ity production, financial speculation and panics, HIST 250H Research or Individual Study HIST 257 Women, Gender, and the Family in the development of American banking, immigra- Prerequisite: Open to first-year students and sophomores. American History tion policy, and labor relations. Distribution: None Staf Semester: Fall, Spring Unit: 0.5 Prerequisite: None NOT OFFERED IN 2011-12. This course sur- Distribution: Historical Studies veys the interplay between the histories of women Semester: Spring Unit: 1.0 HIST 252 The Twentieth-Century Black and the family in American history from the Freedom Struggle colonial period through the Progressive Era (seven- HIST 246 Vikings, Icons, and Mongols Greer teenth through early twentieth centuries). Through Tumarkin As popularly narrated, African Americans’ modern a focus on the changing history of the family, the NOT OFFERED IN 2011-12. A multicultural freedom struggle is a social movement beginning course will address gender roles, women’s work journey through the turbulent waters of medieval in the mid-fifties and ending in the late sixties, inside and outside the household, and their chang- and early modern Russia, from the Viking incur- characterized by the non-violent protest of south- ing relation to state authority. It will also consider sions of the ninth century and the entrance of the ern blacks and facilitated by sympathetic (non- how the regulation of the family serves to repro- East Slavs into the splendid and mighty Byzantine duce social differences of race and class. 128 History Prerequisite: None HIST 265 History of Modern Africa politics, society, and culture? How do political Distribution: Historical Studies systems affect decisions? This course considers Semester: N/O Unit: 1.0 Kapteijns Many of Africa’s current characteristics are the these questions by examining themes such as: the colonial state’s construction of railway and irriga- HIST 260 Pursuits of Happiness: America in legacy of colonial domination. We will therefore tion networks; Gandhi’s critique of industrializa- the Age of Revolution first study different kinds of colonies, from those settled by White planters to the “Cinderellas,” in tion; Nehru’s vision of an industrial economy; the Grandjean challenges posed by Partition and militarization NOT OFFERED IN 2011-12. Investigates the which colonial economic intervention was (by comparison) minimal and the struggle for inde- of Pakistan; the Green Revolution; the onset of origins and aftermath of one of the most improb- economic deregulation. able events in American history: the American pendence less bloody. For the post-independence Revolution. What pushed colonists to rebel, rather period, we will focus on the historical roots of Prerequisite: None such major themes as neo-colonialism, economic Distribution: Historical Studies suddenly, against Britain? And what social strug- Semester: Fall Unit: 1.0 gles followed in the war’s wake? We will explore underdevelopment, ethnic confict and genocide, HIV-AIDS, and the problems of the African state. the experiences of ordinary Americans, including HIST 274 China, Japan, and Korea in However, Africa’s enormous natural and human women and slaves; examine the material culture Comparative and Global Perspectives resources, its resilient and youthful population, of Revolutionary America; trace the intellectual Matsusaka and its vibrant popular culture—a strong antidote histories of the founders; and witness the creation Overview of each political/cultural community against Afro-pessimism—will help us refect on of a national identity and constitution. Those who and their interactions from ancient times to the future of this vast continent. lived through the rebellion left behind plenty of 1912. Topics from earlier periods include ancient material: letters; pamphlets; teapots; runaway slave Prerequisite: None mytho-histories and archeological records, the advertisements; diaries. We will consider these and Distribution: Historical Studies Semester: Fall Unit: 1.0 rise of China’s Han and Tang empires, selective more. Visits to Boston historic sites will take you adaptations of Chinese patterns by indigenous back in time and space to the besieged, volatile HIST 267 Deep in the Heart: The American polities and societies in Korea and Japan, com- city that led the colonies into war. South in the Nineteenth Century mercial and technological revolution in China and Prerequisite: None Quintana its international impact, Mongol “globalization,” Distribution: Historical Studies Japan in the age of the samurai and Korea in the Semester: N/O Unit: 1.0 Perhaps no other region in the United States conjures up more powerful imagery than the heyday of the yangban. Topics from later periods include the growth of international trade in East HIST 263 South Africa in Historical American South—stately mansions with live oak Asia and early modern developments in Ming- Perspective avenues are juxtaposed with the brutal reality of slavery. Yet this same region gave birth to other, Qing China, Tokugawa Japan, and Late Choson Kapteijns Korea. Coverage extends through first decade of NOT OFFERED IN 2011-12. perhaps more powerful, cultural legacies—jazz An analysis of the twentieth century to examine Europe’s expansion historical background and lasting consequences and the blues, the freedom struggle and Jim Crow—a heritage both uniquely Southern and yet and the divergent trajectories of modern transfor- of apartheid, focusing on the transformation of mation in each society. the African communities in the period of com- deeply American. To better understand this region mercial capitalist expansion (1652–1885) and in that has always seemed to stand apart, this course Prerequisite: None will examine the early history of the American Distribution: Historical Studies the industrial era (1885 to the present). Important Semester: Fall Unit: 1.0 themes are: the struggle for land and labor; the South from the Revolutionary War through the beginning of the twentieth century. Topics fate of African peasants, labor migrants, miners HIST 275 The Emergence of Ethnic Identities covered will include: African American slavery and domestic servants; the undermining of the in Modern South Asia and emancipation, the Civil War, Reconstruction, African family; the diverse expressions of African Rao the spread of evangelical Christianity, Indian resistance; and the processes which are creating a South Asian society has long been represented by Removal, African American culture, and the rise new, post-apartheid South Africa. The enormous rigid systems of hierarchy. Caste, most famously, of Jim Crow segregation. challenges of reversing inequality and resolving has been represented as an inexorable determinant conficts will receive special attention. Prerequisite: None of social possibility. Yet, what are the ways in Distribution: Historical Studies Prerequisite: None Semester: Fall Unit: 1.0 which people actually identify themselves, and to Distribution: Historical Studies what extent is hierarchical identification a prod- Semester: N/O Unit: 1.0 HIST 269 Japan, the Great Powers and East uct of South Asia’s modern history? This course explores the problems of social and cultural differ- HIST 264 The History of Pre-colonial Africa Asia, 1853–1993 Matsusaka ence in South Asia. How do modern institutions Kapteijns such as the census and electoral politics shape NOT OFFERED IN 2011-12. Pre-colonial The history of Japan’s international relations from the age of empire through the end of the Cold the way in which these problems are perceived Africa encompasses ancient agrarian kingdoms today? What are the effects of the introduction of (such as Egypt and Merowe), city-states on the War. Topics include: imperialism and nationalism in East Asia, diplomacy and military strategy, English education? Caste will be the primary form shores of sea and desert, and “nations without of identity that we explore, but we also consider kings,” with their own, unique social and political international economic competition, cultural and “civilizational” conficts, World War II in East class, religion and gender in seeking to unravel the institutions. Students will learn about the mate- complex notion of ethnicity. rial bases of these societies, as well as their social Asia, the U.S.-Japan alliance, and the politics of relations and cultural production, all the while war memory. Special emphasis on Japan’s relations Prerequisite: None with the United States, China, Russia, and Korea. Distribution: Historical Studies familiarizing themselves with the rich array of Semester: Spring Unit: 1.0 written, oral, linguistic, and archeological sources Prerequisite: None available to the historian of Africa. After 1500, in Distribution: Historical Studies Semester: Spring Unit: 1.0 HIST 276 The City in South Asia the era of the European expansion, large parts of Rao Africa were incorporated into the Atlantic tropical HIST 272 Political Economy of Development South Asian cities are currently undergoing plantation complex through the slave trade. The in Colonial and Postcolonial South Asia massive demographic and spatial transforma- enormous impact on Africa of this unprecedented tions. These cannot be understood without a forced migration of Africans to the Americas from Rao In 1947, India was partitioned into India and consideration of both the specific history of South 1500 to the 1880s will constitute the concluding Asia and a broader account of urban change. theme. Pakistan. Since then, these countries have wrestled with issues of governance and development, but This course examines these changes in historical Prerequisite: None colonial rule casts a long shadow over their efforts. perspective and situates urban South Asia within Distribution: Historical Studies a global context. How did colonial rule transform Semester: N/O Unit: 1.0 This course introduces students to the complex politico-economic landscape of the subcontinent old cities such as Delhi and Lahore? How were by examining how the idea of development the differing ideologies of India and Pakistan changes in modern South Asian history. How are mapped onto new capitals such as Chandigarh developmental efforts embedded in contexts of and Islamabad? How are ethnic pasts and techno

129 History futures reconciled in booming cities such as HIST 280 Topics in Chinese Commerce and explores the historical contexts of the changing Bangalore and Mumbai? What are the connec- Business constructions of femininity and masculinity in tions between the urban environment and politi- Giersch different Middle Eastern settings from World War cal mobilization? We consider a range of sources, China’s stunning economic growth and the I to the present. Such contexts include nationalist including scholarly literature, films and short increasing visibility of transnational businesses and Islamist movements, economic, ecological, stories. run by entrepreneurs of Chinese descent have and demographic change, and changing concep- Prerequisite: None produced many efforts to explain the successes of tions of modernity and tradition, individual and Distribution: Historical Studies “Chinese capitalism.” Central to many arguments family, and public and private space. Primary Semester: Spring Unit: 1.0 are debatable approaches to culture and history. sources will focus on the self-representations of Is there a uniquely Chinese way of doing business? Middle Eastern men and women as they engaged HIST 277 China and America: Evolution of a If so, how did it evolve? This course provides criti- with what they considered the major issues of Troubled Relationship cal tools for engaging these debates by introduc- their times. Giersch ing infuential works on Chinese business and Prerequisite: None A survey of China’s economic, cultural, and politi- economic history, from the nineteenth century Distribution: Historical Studies cal interactions with the United States from 1784 Semester: N/O Unit: 1.0 through the reform period (1978–present). Topics to present with a focus on developments since include the organization and financing of “tradi- 1940. Principal themes include: post-imperial HIST 295 Strategy and Diplomacy of the Great tional” and “modern” firms; the role of kinship China’s pursuit of wealth and power, changing Powers and networking (guanxi) in establishing partner- international conditions, military strategy, the Matsusaka ships; changing political contexts of development; infuence of domestic politics and ideology, and NOT OFFERED IN 2011-12. This course competition with foreign firms; the impact of the basic misunderstandings and prejudices that examines the history of international politics since globalization; and the development of overseas have long plagued this critical relationship. Topics the late eighteenth century. Rather than treating Chinese business empires. include: trade throughout the centuries; American one country in depth, it considers many countries treatment of Chinese immigrants; World War Prerequisite: None in relation to each other over time. It examines Distribution: Historical Studies II and the Chinese Revolution; the Cold War; Semester: Fall Unit: 1.0 how major states of the world have, over the past Taiwan, and the ongoing instability of relations two centuries, interacted with each other in war since 1979. Sources include the ever-increasing HIST 284 The Middle East in Modern History and peace. It explores past attempts to create number of declassified U.S. documents as well as Kapteijns international systems that allow each major power critical materials translated from the Chinese. Themes in the history of the Modern Middle East to achieve its objectives without recourse to war. Prerequisite: None from 1914 to the present. After World War I, It also looks at relations between the great pow- Distribution: Historical Studies European powers dominated the area and carved ers and smaller states, conficts between colonial Semester: Fall Unit: 1.0 it up into the modern nation states that we know powers and anti-colonial movements, and post- today. We will study the political history of these colonial developments. HIST 278 Reform and Revolution in China, states up to the present, but will focus especially Prerequisite: None 1800–Present on the historical roots and causes of crucial social Distribution: Historical Studies Giersch Semester: N/O Unit: 1.0 developments and conficts. Thus we will study NOT OFFERED IN 2011-12. From shattering the impact of the oil boom, labor migration, nineteenth-century rebellions that fragmented HIST 298 United States and the Middle East urbanization, the changing roles of women, and the old empire to its emergence as a twenty-first- since World War II the emergence of politicized fundamentalist Islam, century superpower, few places have experienced Staf as well as aspects of the Palestinian-Israeli confict, tumult and triumph in the same massive measures Using primary sources in translation and related the Iranian Revolution, the Lebanese Civil War, as modern China. To understand China today, readings, the course will critically analyze the and the Gulf War. Our emphasis will be on the one must come to terms with this turbulent his- programs, leadership, and strategies of protest and Arab Middle East. tory. This course surveys China’s major cultural, reform movements in the modern Middle East political, social, and economic transformations, Prerequisite: None and North Africa. Through a selection of case Distribution: Historical Studies including failed reforms under the last dynasty; Semester: Spring Unit: 1.0 studies (e.g. Algeria, Afghanistan, Egypt) students the revolutions of 1911 and 1949; the rise of will develop an understanding of the historical the Communist Party and Mao’s transformation HIST 290 Morocco: History and Culture roots, theoretical bases, and social dynamics of of society and politics; the remarkable market (Wintersession in Morocco) these movements and the salience of Islamic ideol- reforms of recent decades; the contentious issue of ogy and practice in contemporary political and Taiwan’s democratic transition; and China’s ongo- NOT OFFERED IN 2011-12. An introduction cultural discourses in the region. to Moroccan culture, history, and society through ing effort to define its position within East Asia Prerequisite: None and the world. experiential and classroom learning. Students will Distribution: Historical Studies participate in seminars and attend lectures given Prerequisite: None Semester: Summer Unit: 1.0 Distribution: Historical Studies by Moroccan faculty at the Center for Cross- Semester: N/O Unit: 1.0 Cultural Learning in Rabat. Program themes HIST 299/ES 299 U.S. Environmental History include: women in private and public life, Berber Turner (Environmental Studies) HIST 279/379 Heresy and Popular Religion in culture, Islam, Arabic, Morocco’s Jewish heritage NOT OFFERED IN 2011-12. This course exam- the Middle Ages and history, and the legacy of European cultural ines the relationship between nature and society in Ramseyer rule. Students will travel as a group to the central American history. The course will consider topics NOT OFFERED IN 2011-12. This course looks and southern regions of the country to study such as the decimation of the bison, the rise of at popular religious beliefs and practices in medi- historic sites and contemporary life and culture in Chicago, the history of natural disasters, and the eval Europe, including miracles, martyrdom and a variety of rural and urban settings. Not ofered environmental consequences of war. There are asceticism, saints and their shrines, pilgrimages, every year. Subject to Dean’s Office approval. three goals for this course: First, we will examine relics, curses, witchcraft, and images of heaven and Prerequisite: None. Application required. how humans have interacted with nature over hell. It seeks to understand popular religion both Distribution: Historical Studies time and how nature, in turn, has shaped human on its own terms, as well as in relationship to the Semester: N/O Unit: 1.0 society. Second, we will examine how attitudes Church hierarchy. It also examines the basis for toward nature have differed among peoples, plac- religious dissent in the form of both intellectual HIST 293 Changing Gender Constructions in es, and times and we will consider how the mean- and social heresies that led to religious repression the Modern Middle East ings people give to nature inform their cultural and the establishment of the Inquisition in the Kapteijns and political activities. Third, we will study how later Middle Ages. This course may be taken as 279 NOT OFFERED IN 2011-12. Intertwined with these historical forces have combined to shape the or, with additional assignments, as 379. the political history of the modern Middle East American landscape and the human and natural are the dramatic cultural and social changes that Prerequisite: 279: None; 379: Permission of the instructor. communities to which it is home. While this Distribution: Historical Studies have shaped how many Middle Easterners live course focuses on the past, an important goal is to Semester: N/O Unit: 1.0 their lives and imagine their futures. This course

130 History understand the ways in which history shapes how These issues raise broader questions about the and fear and violence as entertainment in public we understand and value the environment as we origins of cultural change, as well as the nature of executions and in early American literature. do today. Students may register for either HIST 299 modernity itself. Prerequisite: Normally open to juniors and seniors who have or ES 299 and credit will be granted accordingly. Prerequisite: Normally open to juniors and seniors who have taken a 200-level unit in history and/or a 200-level unit in a Prerequisites: ES 101, 102, or an American history course, or taken a 200-level unit in history and/or a 200-level unit in a relevant area/subject. permission of the instructor. relevant area/subject. Distribution: Historical Studies Distribution: Historical Studies Distribution: Historical Studies Semester: N/O Unit: 1.0 Semester: N/O. Unit: 1.0 Semester: Spring Unit: 1.0 HIST 320 Seminar. The Hand that Feeds: A HIST 301 Seminar. Women of Russia: A HIST 312 Seminar. Understanding Race in the History of American Food Portrait Gallery United States, 1776–1918 Grandjean Tumarkin Quintana This seminar investigates the place of food in NOT OFFERED IN 2011-12. An exploration This seminar explores the history of race from the American history and culture, from reputed of the tragic, complex, inspiring fate of Russian American Revolution through the First World cannibalism in the American colonies to the rise women in the nineteenth and twentieth centuries, War. In this seminar we will explore what race of fast food in the twentieth century. Through a period that spans the Russian Empire at its means in the United States by examining the var- selected episodes and commodities, we will height, the Russian Revolution of 1917, and the ied ways that it has shaped—and was shaped by— explore the role of taste, competition for food, Soviet experiment. We will read about Russian key moments in nineteenth century American and capitalism in recasting American lives and peasants, nuns, princesses, feminists, workers, rev- history. Topics covered will include: slavery, the identities. Topics include: colonial hunger and olutionaries, poets, pilots and prostitutes, among conquest of the American West, immigration, citi- violence; the development of taste and “refined” others in our stellar cast of characters. Sources zenship and the nation-state, Social Darwinism, eating; the role of food in defining race, class, include memoirs, biographies, works of Russian the Great Migration, and American imperialism. and regional culture; the rise of mass production literature, and film. Throughout the course we will seek to understand and its environmental effects, and the reshaping Prerequisite: Normally open to juniors and seniors who have race in the United States by exploring the follow- of American bodies. In following the evolution taken a 200-level unit in history and/or a 200-level unit in a ing questions: What is “race”? If it is but a concept of American food ways, we will visit eighteenth- relevant area/subject. or idea, how and why has it affected so many lives century coffeehouses, antebellum slave quarters, Distribution: Historical Studies and dictated so much of our past? campfires of the American West, the slaughter- Semester: N/O Unit: 1.0 Prerequisite: Normally open to juniors and seniors who have houses of the Chicago meat market, and—of taken a 200-level unit in History and/or a 200-level unit in a course—McDonald’s. HIST 302 Seminar. World War II as Memory relevant area/subject. Prerequisite: Normally open to juniors and seniors who have and Myth, 1945-2010 Distribution: Historical Studies taken a 200-level unit in history and/or a 200-level unit in a Tumarkin Semester: Spring Unit: 1.0 relevant area/subject. This seminar explores the many ways that victors Distribution: Historical Studies and vanquished, victims and perpetrators, gov- HIST 317 Seminar. The Historical Semester: Spring Unit: 1.0 ernments, political groups and individuals have Construction of American Manhood, remembered, celebrated, commemorated, ideal- 1600–1900 HIST 328 Seminar. Anti-Semitism in Historical ized, condemned, condoned, forgotten, ignored Staf Perspective and grappled with the vastly complex history and NOT OFFERED IN 2011-12. From Nat Turner Malino legacy of World War II in the past half-century. to Frederick Douglass, Thomas Jefferson to Teddy NOT OFFERED IN 2011-12. Historians Our primary focus is the war in Europe, including Roosevelt, the history of American men is well often refer to anti-Semitism as the “Longest Poland and Russia, although we will also consider known. But does manhood itself have a history? Hatred.” What accounts for this obsession? Is the U.S. and Japan. We will investigate the con- Drawing on autobiography, fiction, personal cor- the anti-Semitism of medieval Europe that of struction of individual and collective memories respondence and visual evidence, we will explore Nazi Germany? These questions will inform our about World War II and the creation and sub- the diverse and changing meanings attached to examination of pre-Christian anti-Semitism, the sequent transformation of set myths about the masculinity in America from the seventeenth evolving attitudes of Christianity and Islam, the war experience. In addition to books and articles, through the nineteenth centuries. What forces ambiguous legacy of the Enlightenment and the sources will include memoirs, primary documents, have shaped male identities in colonial America impact of revolution, modernization and national- and films. We will also study the impact of war and the United States and what impact have those ism. Sources include Church documents, medieval memories on international relations and analyze identities had on men’s lives and actions? Topics accounts, nineteenth- and twentieth-century the “monumental politics” of war memorials. include: fatherhood and family life, violence and memoirs and contemporary films. Prerequisite: Normally open to juniors and seniors who have war, male sexuality, religious belief, work, and Prerequisite: Normally open to juniors and seniors who have taken a 200-level unit in history and/or a 200-level unit in a the myth of the self-made man. Special attention taken a 200-level unit in history and/or a 200-level unit in a relevant area/subject. will be paid to race, class, and region as sources of relevant area/subject. Distribution: Historical Studies variation and confict in the historical construc- Distribution: Historical Studies Semester: N/O Unit: 1.0 Semester: Fall Unit: 1.0 tion of American manhood. Prerequisite: Normally open to juniors and seniors who have HIST 330 Seminar. Revolution and Rebellion HIST 307 Seminar. Religious Change and taken a 200-level unit in History and/or a 200-level unit in a the Emergence of Modernity in Early Modern relevant area/subject. in Twelfth-Century European Society Europe, 1600–1800 Distribution: Historical Studies Ramseyer Frace Semester: N/O Unit: 1.0 This course will examine the revolutionary chang- During the seventeenth and eighteenth centu- es that occurred in all facets of life in twelfth-cen- ries, important religious, social, and intellectual HIST 319 Seminar. Fear and Violence in Early tury Europe. The twelfth century represents one transformations in Western Europe created two America of the most important eras of European history, distinctly new and competing visions of moder- Grandjean characterized by many historians as the period nity: an empirically-based rational religion and a NOT OFFERED IN 2011-12. This seminar that gave birth to Europe as both idea and place. faith-based evangelicalism. The legacy of their cre- explores the terrors that stalked the inhabitants It was a time of economic growth, religious refor- ation and confict, both between one another and of colonial and early national America. How did mation, political and legal reorganization, cultural with the established traditionalists and insurgent early Americans describe their fears? What did fowering, intellectual innovation, and outward atheists, reverberate to this day. In this seminar, they find frightening? And what roles did fear expansion. Yet the twelfth century had a dark side, we will explore: the relationship between science and violence play in shaping American society? too. Crusades and colonization, heresy and reli- and religion; the effects of rising pluralism at In this seminar, we will first explore the language gious disputes, town uprisings and mob violence home and global exploration overseas; witchcraft; and psychology of fear, and then study the many also marked the century. Students will study the the secularization and commercialization of daily ways that terror intruded on early American lives. internal changes to European society as well as the life; the separation of church and state; and the Topics include: the role of terror in early American expansion of Europe into the Mediterranean and formation of the first supra-national identities warfare; fear of the supernatural; domestic vio- beyond, paying close attention to the key people that transcended traditional religious boundaries. lence and murder; the specter of slave rebellion; behind the transformations.

131 History Prerequisite: Normally open to juniors and seniors who have will take us through a study of Jim Crow politics, Prerequisite: Normally open to juniors and seniors who have taken a 200-level unit in history and/or a 200-level unit in a black migrations and artistic movements, U.S. for- taken a 200-level unit in history and/or a 200-level unit in a relevant area/subject. relevant area/subject. Distribution: Historical Studies eign relations and conficts, and the development Distribution: Historical Studies Semester: Fall Unit: 1.0 of marketing and advertising. Semester: N/O Unit: 1.0 Prerequisite: Normally open to juniors and seniors who have HIST 333 Seminar. Savage Exhibitions in taken a 200-level unit in history and/or a 200-level unit in a HIST 367 Seminar. Jewish Identities in the Nineteenth-Century Europe relevant area/subject. Modern World Distribution: Historical Studies Slobodian Semester: Fall Unit: 1.0 Malino NOT OFFERED IN 2011-12. Modern ideas of NOT OFFERED IN 2011-12. Modern Jewish race and the “normal” crystallized in nineteenth- HIST 346 Seminar. The Japanese Empire in identity is as varied as the countries in which century Europe around the widespread exhibition East Asia, 1879-1951 Jews lived and the cultures to which they belong. and study of people presented as “savages.” This Matsusaka Through contemporary literature, memoirs, seminar explores how performers from Africa, This seminar explores the history of the Japanese and film, we shall explore the construction and Asia and the Americas linked the worlds of mass empire in East Asia beginning with the annexation dynamics of Jewish identity in Europe, America, culture, anthropology, medicine and empire, titil- of the Ryukyu Islands (today, Okinawa Prefecture) Africa, the Middle East and South Asia. Topics lating spectators and stoking fantasies of colonial to the evacuation of occupied territories after include the struggle for political equality, expansion while supposedly providing evidence Japan’s defeat in the Second World War. Issues to nationalism, feminism, colonialism and political of the evolution (and potential devolution) of the be examined include: the driving forces behind anti-Semitism. We shall also examine the ways in human races. We will look at scholarly work on Japanese expansionism; the colonial experience which modern and modernizing nations, when the significance of ethnic performers in histories of in Taiwan and Korea; informal empire in China constructing their own national identities, re- science, museology, disability, mass consumption (emphasizing the Northeast); and the immediate imagine the presence of “their Jews.” Comparisons and cross-cultural encounter while also exploring aftermath of Japan’s imperial collapse. Readings to other ethnic and religious groups. recent attempts to locate their lives in postcolonial include monographs, essay collections, journal Prerequisite: Normally open to juniors and seniors who have memory through art practice, biography, docu- articles, and some translated primary sources. A taken a 200-level unit in history and/or a 200-level unit in a mentary and the repatriation of remains. relevant area/subject. 25-page research paper is expected. Some back- Distribution: Historical Studies Prerequisite: Normally open to juniors and seniors who have ground in modern East Asian history or the his- Semester: N/O Unit: 1.0 taken a 200-level unit in history and/or a 200-level unit in a tory of international relations, in addition to or as relevant area/subject. Distribution: Historical Studies part of the prerequisite below, is recommended. HIST 369 Seminar. History, Identity, and Civil Semester: N/O Unit: 1.0 Prerequisite: Normally open to juniors and seniors who have War in the Sudan taken a 200-level unit in history and/or a 200-level unit in a Kapteijns HIST 334 Seminar. World Economics Orders, relevant area/subject. NOT OFFERED IN 2011-12. The deeper causes Distribution: Historical Studies 1918–2008 Semester: Spring Unit: 1.0 of the recent civil wars in the Sudan lie in the Slobodian complex processes of state-formation that have NOT OFFERED IN 2011-12. The idea of the HIST 350 Research or Individual Study placed different groups of Sudanese in a differ- “world economy” as a single, interconnected entity ential relationship to power and have produced Prerequisite: Open by permission to juniors and seniors. only entered widespread discussion in Europe Distribution: None divisive class, ethnic, and racial identities. Themes and North America after World War I. This Semester: Fall, Spring Unit: 1.0 will include the history of slavery, the rise of an course explores the diverse ways of imagining and “Arab” middle class in the northern Nile valley, ordering the world economy since then and what HIST 350H Research or Individual Study colonial policies, the first civil war between North Europe’s place has been within it, from imperial Prerequisite: Open by permission to juniors and seniors. and South that erupted at independence in 1956, economies to national economies to a suppos- Distribution: None the missed opportunities of the first decades of edly “globalized” economy to recent tilts of the Semester: Fall, Spring Unit: 0.5 independence, and the rise of an Islamist oil state European Union away from the United States and in the 1980s, which led to renewed civil war with toward China and Russia. We will see how ideas HIST 360 Senior Thesis Research the South and, since 2003, to war and humanitar- such as development, modernization and global- Prerequisite: By permission of department. See Academic ian disaster in Darfur. ization have dictated falsely universal models, but Distinctions. Prerequisite: Normally open to juniors and seniors who have have also served as emancipatory idioms for previ- Distribution: None taken a 200-level unit in history and/or a 200-level unit in a ously marginalized individuals and populations. Semester: Fall, Spring Unit: 1.0 relevant area/subject. We will demystify economic arguments and learn Distribution: Historical Studies Semester: N/O Unit: 1.0 to study economic texts for their content, but also HIST 365 Seminar. Research in African History as political and cultural documents. Kapteijns NOT OFFERED IN 2011-12. This seminar is HIST 370 Senior Thesis Prerequisite: Normally open to juniors and seniors who have taken a 200-level unit in history and/or a 200-level unit in a organized around four broad and overlapping Prerequisite: 360 and permission of department. relevant area/subject. themes of recent African historiography relevant Distribution: None Distribution: Historical Studies to the period 1960 to the present. In this period, Semester: Fall, Spring Unit: 1.0 Semester: N/O Unit: 1.0 African societies tried to overcome the legacies of colonial rule, and to fashion national identi- HIST 371 Seminar. Chinese Frontier HIST 340 Seeing Black: African Americans and ties and establish nation-states. However, due to Experience, 1600 to the Present United States Visual Culture external and internal causes, the successes of the Giersch Greer 1960s and 1970s began to falter in the 1980s NOT OFFERED IN 2011-12. Since the early This course explores black Americans’ relation- and 1990s—in many cases leading to violence twentieth century, Chinese leaders have wrestled ship to visual culture in the twentieth-century in the form of civil and other wars. This seminar with the task of integrating large, ethnically United States. We will examine how blacks have focuses on African expressions—the fancy word diverse populations into a unified, multiethnic produced, used, and appeared in the visual media is “mediations”—of these historical changes, with nation state. This task’s difficulty is periodically of news, entertainment, and marketing industries, a particular emphasis on popular culture broadly revealed when places such as Tibet erupt into vio- and evaluate the significance of their representa- construed, i.e., including a wide range of media lence, as in March 2008. This course provides his- tion to both black and non-black political and from the writing of history and journalism, to torical and theoretical approaches to understand social agendas. Areas of inquiry will include the literary representations of history, and the popular the origins and implications of China’s diversity. intersections between U.S. visual culture and race arts such as popular song and television programs. Recent pioneering research allows our class to relations, African Americans’ use of visual culture The four central themes of the seminar are: colo- investigate seventeenth and eighteenth-century as a means of self- and group-expression, and the nialism, nationalism, and modernity; women and histories of conquest that brought the Northeast state’s use of black media images. This exploration gender; the historical roots of modern conficts; (Manchuria), Taiwan, Mongolia, Xinjiang, and and popular culture broadly construed. Students Tibet under Beijing’s authority. These histories will be encouraged to work with primary sources. provide the foundation for exploring vexing mod-

132 History ern issues, including the development of ethnic analyze and interpret the history, and historical marred, however, by the bloodshed accompanying identities in China, efforts at nation-building study of, Latin American cities; to provide a basic the mass movements of Muslims into Pakistan and and economic development in the frontiers, the overview of the historical development of cities Hindus into India. What were the factors leading internationalization of the Tibet problem, and the in the context of Latin American law, society, and to this juxtaposition of triumphal Independence place of Islam in China. culture; and to subject to critical analysis some of with shameful Partition? How have memories of Prerequisite: Normally open to juniors and seniors who have the theoretical “models” (i.e., Baroque, Classical, Partition continued to affect powerfully politics taken a 200-level unit in history and/or a 200-level unit in a Dependency, Modernism, and so on) developed and culture in the subcontinent? This seminar relevant area/subject. to interpret the evolution and workings of Latin investigates such questions using a wide variety Distribution: Historical Studies American cities. of materials, including: novels, such as Salman Semester: N/O Unit: 1.0 Prerequisite: Normally open to juniors and seniors who have Rushdie’s Midnight’s Children and Bapsi Sidhwa’s taken a 200-level unit in history and/or a 200-level unit in a Cracking India; feature films, such as Deepa HIST 372 Seminar. Chinese Nationalism and relevant area/subject. Mehta’s 1947; and documentary films, such as Identity in the Modern World Distribution: Historical Studies Sabiha Sumar’s Silent Waters. Giersch Semester: N/O Unit: 1.0 NOT OFFERED IN 2011-12. China’s emer- Prerequisite: Normally open to juniors and seniors who have taken a 200-level unit in history and/or a 200-level unit in a gence as a great power is a vital contemporary HIST 378 Seminar. Women and Social relevant area/subject. issue. Disputes over Taiwan and tensions over Movements in Latin America Distribution: Historical Studies China’s strategic agenda raise questions about how Osorio Semester: N/O Unit: 1.0 Chinese envision their nation and its global role. NOT OFFERED IN 2011-12. This seminar This course places these questions in historical examines the historical development of women’s HIST 395 International History Seminar context by examining the evolution of modern movements in Latin America from the nineteenth Kapteijns China’s national identity. Topics include: the century through the twentieth century. We will Topic for 2011-12: Readings in the Histories of emergence of modern nationalism in the 1890s; examine the local political and ideological events Ethnic and Religious Violence. A crucial aspect the growth of revolutionary nationalism under that shaped women’s movements and feminism(s) of contemporary international history is the large- the Communists; struggles over women’s place in in the region. Topics include: women’s early claims scale ethnic and religious violence that has marked the nation; schooling and propaganda in teaching to equal education and the development of the recent civil wars throughout the world, from nationalism; the relationship between popular ideologies of “women’s rights” and social mother- former Yugoslavia to Sierra Leone, and from Israel culture and nationalism; and the challenge of hood around 1900; women in democracy and the to Sri Lanka and Tibet. Though such violence alternative visions, including Taiwanese identity. search for social justice from the 1930s–1950s; is often labeled ethnic or religious, its causes are We conclude with current debates: is China’s rise women’s role in revolutions and counter-revolu- much broader. A conceptual unbundling of casual peaceful or is there currently a “China Threat” to tions from the late-1950s through the 1970s; the strands (diachronic and synchronic) can bring into global stability? Materials include position pieces, advent of international feminism in the context of focus different ways of dealing with the legacy of documentaries, and translated fiction and essays. national liberation and re-democratization after violence. Approaching primary sources through Prerequisite: Normally open to juniors and seniors who have 1974, and neoliberalism and globalization. the lens of a range of conceptual and theoretical taken a 200-level unit in History and/or a 200-level unit in a Prerequisite: Normally open to juniors and seniors who have readings, student research will focus on a case- relevant area/subject. taken a 200-level unit in history and/or a 200-level unit in a study and refect on ways in which societies may Distribution: Historical Studies relevant area/subject. move from such violence. Semester: N/O Unit: 1.0 Distribution: Historical Studies Semester: N/O Unit: 1.0 Prerequisite: Normally open to juniors and seniors who have taken a 200-level unit in history and/or a 200-level unit in a HIST 375 Seminar. Empire and Modernity: relevant area/subject. The Rise and Fall of Spanish World Power HIST 382 Seminar. Gandhi, Nehru, and Distribution: Historical Studies Osorio Ambedkar: The Making of Modern India Semester: Spring Unit: 1.0 This course traces the rise and fall of the first Rao modern European Empire, the Spanish Empire. The creation of the world’s largest democracy Department Information This first global empire ca. 1500 ruled over parts brought powerful ideas into contact and confict: of Europe, Africa, the Americas, and Asia. This the overthrow of colonial rule through a philoso- 200-level courses in the department are open to course provides an historical understanding of phy of non-violence; the desire to industrialize first-year students. Seminars are ordinarily limited early modern ideologies, the institutions and rapidly; and the quest to end centuries of caste to 15 students, non-majors as well as majors, who the cultural practices that enabled Spain to rule discrimination. This seminar explores the key meet the prerequisite. First-Year Seminars are open over such vast territories. To this end we will ideas that shaped modern India through the to First Year students only. examine: the medieval precedents of early modern lives of three extraordinary individuals. How did imperialism; theories of empire and monarchy; Gandhi’s experiments with food and sex affect his Requirements for the Major ideologies of conquest and colonization; theories vision of India? How did Nehru’s understanding of modernity and empire; models of conquest and of world history structure his program of indus- The minimum major requires nine units of colonial exploitation; the role of race and slavery trialization? How did Ambedkar’s untouchable coursework above the 100 level, including two in empire building abroad and at home; the upbringing shape his agenda? Could Gandhi’s 300-level units (2.0). Normally, majors must various ways in which the “conquered” colonized non-violent agenda be sustained? Could an India include at least one seminar in their program of Europe and Europeans and the long term based on individual transformation also annihilate two 300-level units. Normally, seven of the nine consequences of these exchanges.. caste? We engage extensively with primary sources units and all 300-level work must be taken at Prerequisite: Normally open to juniors and seniors who have such as autobiographies, writings, and speeches, as Wellesley. No AP or IB credits. A student nearing taken a 200-level unit in history and/or a 200-level unit in a well as scholarly accounts and films. completion of her major requirement may, in spe- relevant area/subject. Prerequisite: Normally open to juniors and seniors who have cial circumstances and only with the permission Distribution: Historical Studies taken a 200-level unit in history and/or a 200-level unit in a of her major advisor and the department chair, Semester: Fall Unit: 1.0 relevant area/subject. receive credit toward the major for one related Distribution: Historical Studies course in another department at Wellesley. One HIST 377 Seminar. The City in Latin America Semester: Fall Unit: 1.0 cross-listed course may be counted toward the Osorio major, but a student may not count both a cross- NOT OFFERED IN 2011-12. Urbanity has HIST 383 Seminar. 1947: Partition in History listed and a related course toward the major. long been central to Latin American cultures. This and Memory in South Asia seminar examines the historical development of Rao Majors in history are allowed great latitude in Latin American cities from the Roman principles NOT OFFERED IN 2011-12. In the years designing a program of study, but it is important governing the grid pattern imposed by the Spanish leading to 1947, nationalist activism against the for a program to have breadth, depth, and histori- in the sixteenth century through the development British and tensions between Hindus and Muslims cal perspective. To ensure breadth, the program of the twentieth-century, post-modern megalopo- escalated in the Indian subcontinent. This cul- must include: (1) at least one course (1.0 unit) in lis. The seminar’s three main objectives are: to minated in Partition and the emergence of the the history of Africa, China, Japan, Latin America, develop a theoretical framework within which to nations of India and Pakistan. Independence was the Middle East, or South Asia; and (2) at least

133 History one course (1.0 unit) in the history of Europe, the IREC 350 Research or Individual Study United States, or Russia. To encourage depth of International Relations Prerequisite: Open by permission to juniors and seniors historical understanding, we urge majors to focus AN INTERDEPARTMENTAL MAJOR who have taken ECON 201 and 202; 203 is strongly eventually upon a special field of study, such as (1) recommended. a particular geographical area, country, or culture; International relations is an interdisciplinary field Distribution: None (2) a specific time period; (3) a particular histori- concerned with understanding global interactions, Semester: Fall, Spring Unit: 1.0 cal approach, e.g., intellectual and cultural history, both in the historical past and in the present. The social and economic history; (4) a specific histori- major is designed to expose students to a wide IREC 360 Senior Thesis Research cal theme, e.g., the history of women, revolutions, range of viewpoints and analytical methodologies Prerequisite: By permission of the economics department. colonialism. To ensure that students have a broad in their study of such fields as diplomacy and for- See Academic Distinctions. Students must have an advisor historical perspective, history majors must take at in the department of economics, but with the approval of eign policy, peace, war and security, international the department chair may have a co-advisor from another least one course (1.0 unit) in pre-modern history political economy and development, and human department. (e.g., Medieval Italy, Colonial Latin America, and rights. Distribution: None so forth). The International Relations major is an interde- Semester: Fall, Spring Unit: 1.0 partmental major organized into three tracks: IREC 370 Senior Thesis Requirements for the Minor International Relations/Economics; International Prerequisite: 360 and permission of department. The history minor consists of a minimum of five Relations/History; and International Relations/ Political Science. All three tracks of the major Distribution: None units of coursework, of which at least four courses Semester: Fall, Spring Unit: 1.0 (4.0 units) must be above the 100 level and at share a set of five common “core” courses. least one course (1.0 unit) at the 300 level (exclud- The majors are administered by their “home” IRHI 350 Research or Individual Study ing 350). Of these five courses, at least three departments, and interested students should Prerequisite: Open by permission to juniors and seniors courses (3.0 units) shall represent a coherent and contact the relevant department chair or contact Distribution: None integrated field of interest, such as, for example, person for guidance on choosing an advisor and Semester: Fall, Spring Unit: 1.0 American history, Medieval and Renaissance his- completing the major. For 2011-12, these contact tory, or social history. Of the other courses, at least people are: IRHI 360 Senior Thesis Research one course (1.0 unit) shall be in a different field. Economics: Akila Weerapana Prerequisite: By permission of the history department. See Normally at least four courses (4.0 units) must Academic Distinctions. Students must have an advisor in the History: Pat Giersch (Fall), Lidwien Kapteijns be taken at Wellesley, and related courses in other department of history, but with the approval of the depart- (Spring) ment chair may have a co-advisor from another department. departments will not count toward the minor. Distribution: None Political Science: Stacie Goddard (Fall), Robert Semester: Fall, Spring Unit: 1.0 Honors Paarlberg (Spring) Students who elect one of these International IRHI 370 Senior Thesis The only path to honors is the senior thesis. As Relations majors may not combine it with a Prerequisite: 360 and permission of department. specified in College Legislation, students must second major in their track department—e.g., Distribution: None have a grade point average of 3.5 or higher in students may not double major in International Semester: Fall, Spring Unit: 1.0 courses applied to the major. In addition they Relations-Economics and Economics. Other must complete six of the nine major units of double majors are permitted, but generally IRPS 350 Research or Individual Study coursework before the end of their junior year. For unadvisable. Prerequisite: Open by permission to juniors and seniors additional information, please consult the depart- Goals for the Major Distribution: None ment Web site or ask at the history office. Semester: Fall, Spring Unit: 1.0 ••A student who completes a major in internation- Teacher Certifcation al relations will acquire the depth of knowledge IRPS 360 Senior Thesis Research and intellectual skills equivalent to completing a Prerequisite: By permission of the political science depart- Students interested in obtaining certification major in one of the three component disciplines ment. See Academic Distinctions. Students must have an to teach history in the Commonwealth of (economics, history, political science). advisor from the Department of Political Science, but with Massachusetts should consult the chair of the the approval of the department chair may have a co-advisor ••The student will also acquire the breadth of from another department. education department. knowledge about the other two component Distribution: None disciplines necessary for an interdisciplinary Semester: Fall, Spring Unit: 1.0 Interdepartmental Majors approach to the study of international relations. ••The student will demonstrate advanced compe- IRPS 370 Senior Thesis Students interested in a major combining his- Prerequisite: 360 and permission of department. tory and international relations should consider tence in the reading, writing, and speaking of a language other than English. Distribution: None the interdepartmental major in International Semester: Fall, Spring Unit: 1.0 Relations-History, listed under International ••International Relations-Economics majors will Relations. acquire a more in-depth understanding of inter- national trade, development or finance, as well as Requirements for the Major a familiarity with empirical research done in one International Relations majors consist of 14 units of these three areas. of course work—five core courses plus nine cours- ••International Relations-History majors will es in one of the three tracks. In addition to this acquire specific knowledge about the history course work, all International Relations students of modern international relations, an apprecia- are required to demonstrate advanced proficiency tion of the importance of culturally and geo- in a modern language, normally defined as two graphically localized historical knowledge in the units of language study beyond the minimum analysis of global change and an understanding, required by the College. Language courses do not through case studies, of the relevance of history count towards the minimum 14 courses. to contemporary international issues. Five core courses: All students majoring in ••International Relations-Political Science majors International Relations must take the following will be familiar with the historical study of inter- courses: national relations, across both world regions and ECON 101, ECON 102, ECON 213, 214, or centuries, complete at least five courses in the 220, HIST 205, and POL3 221. International Relations subfield, and engage in It is strongly recommended that students com- intensive research, writing, and interaction with plete all core courses by the end of the sophomore a faculty member. year.

134 International Relations Nine courses in one of the following majors: With the approval of the International Relations Economics director and the chair of the department in which Department of Italian she is majoring, a student may count up to two ••Students who elect the International Relations- Wellesley courses taken outside the departments Studies Economics major take the following courses in of economics, history, or political science towards Professor: Ward, (Chair) addition to the International Relations core: the nine courses in her major. Attention is par- A ••ECON 103/SOC 190, ECON 201, ECON ticularly drawn to International Relations-related Associate Professor: Parussa 202, and ECON 203. courses offered in the departments of Africana Assistant Professor: Southerden ••At least two of the following electives: Studies, Anthropology, Sociology, and Women’s Senior Lecturer: Laviosa and Gender Studies. ••ECON 311, ECON 312, ECON 313, ECON Lecturer: Bartalesi-Graf 314, ECON 319, ECON 320, or ECON 333. Honors Visiting Lecturer: Grattarola ••One intermediate or advanced history course Italian Studies is a vast field, covering at least ten dealing with a country or region outside the The policies governing eligibility for honors centuries and featuring master works in every United States or with international or diplomatic work in International Relations-Economics, artistic and literary genre. Whether in the Middle history International Relations-History, or International Ages, Renaissance or in the modern world, Italian ••One 300-level political science course in an area Relations-Political Science are set by the individ- culture has always been in the forefront of innova- related to economic issues or policies ual departments. Students interested in pursuing tion and excellence. Many of the great names of honors should consult the relevant departmental world culture in the fields of art, literature, politi- ••One additional course in Africana Studies, entry in the Bulletin. anthropology, history, political science, sociology cal science, philosophy and cinema are Italian. or women’s and gender studies, dealing with a However, many of Italian culture’s lesser-known particular country or region, or with relations Advanced Placement Policy names and works are equally rich and worthwhile studying. Our courses expose students to the among nations, or with transnational institu- The International Relations program’s policy tions or phenomena wealth of Italian culture allowing them access to about AP/IB credits follows that established by and familiarity with the nation’s cultural heritage History the relevant department. Please consult directions and its contemporary life. As all our upper-level Students who elect the International Relations- for election in the Departments of Economics, courses and most of our intermediate level ones history major take the following courses in addi- History, and Political Science. In no case do AP are conducted in Italian, students have ample tion to the International Relations core: credits count towards the minimum major in opportunity to hone their language skills. International Relations. ••Two history courses dealing with the period All courses, unless otherwise listed, are conducted before 1800 in Italian. In all courses given in Italian, except ••Three history courses dealing with the modern Study Abroad seminars, some work may be required in the lan- history of countries or regions International Relations majors are strongly guage laboratory. ••Two courses dealing with modern interna- encouraged to spend at least one semester in a Qualified students are encouraged to spend their tional history to be selected in consultation with study-abroad program. Transfer credits from junior year in Italy on the Wellesley-Bologna advisor study-abroad programs must be approved by the program. See the Office of International Studies appropriate department chair. Students are strong- website for further information. ••One international history seminar ly encouraged to seek the relevant approval before The Department of Italian Studies offers both (Three of these eight history courses, including one studying abroad. At least two 300-level units must a major and a minor. See Requirements for the pre-1800 course, must focus on one region of the be completed at Wellesley. Major. world; at least three courses must deal with the non-Western world; and at least two must be at Goals for the Major the 300 level.) Through the courses it offers, the department ••One additional 200- or 300-level course in aims: Africana Studies, Anthropology, Economics, ••To bring those students who take only language Political Science, Sociology or Women’s and courses to a high level of competence in the Gender Studies language; Political Science ••To bring those who take their studies further to Students who elect the International Relations- a level of proficiency so that they can enjoy a full political science major take the following courses intellectual life in the language. in addition to the International Relations core: ••To expose students to the names and works from ••Five political science courses in international a variety of genres that form (but also contest) relations (i.e., POL3 courses or POL2 courses the nation’s literary tradition and cultural that the director agrees may count as POL3), at heritage; least two of which must be at the 300 level and ••To introduce students to the crucial moments one of which must be a seminar and events of Italian history and political life, ••Two political science courses in comparative starting in the Middle Ages and going on to the politics: present; ••Either POL2 202 or POL2 204, and one of the ••To give students a methodological grounding following area studies courses: POL2 205, [206], that will serve them well should they opt to 207, 208, [209], or 211 pursue their interest in Italian Studies at gradu- ate school. ••One political science course in American poli- tics or in political theory or statistics and data analysis ITAS 101-102 Elementary Italian Grattarola, Laviosa, Parussa, Southerden, Ward ••One additional 200- or 300-level course in These courses focus on the development of basic Africana Studies, Anthropology, Economics, language skills. Viewing of language video pro- History, Sociology, or Women’s and Gender grams, television programs and films, listening Studies to traditional and modern songs, and reading of passages and short stories offer an introduction to Italy and its culture. Three periods. Each semester earns one unit of credit. However, both semesters must be completed satisfactorily to receive credit for 135 Italian Studies either course. Prerequisite: None Prerequisite: 201, or permission of the instructor. Application ITAS 225/CAMS 225 The Golden Age of Italian Distribution: None required. Semester: Fall, Spring Unit: 1.0 Distribution: Language and Literature Cinema (in English) Semester: Wintersession Unit: 1.0 Viano ITAS 103 Intensive Elementary Italian A unique synergy of economic, historical, geo- Bartalesi-Graf ITAS 203 Intensive Intermediate Italian political, cultural and esthetic factors propelled This course is for students with little or no previ- Bartalesi-Graf Italian films into the international limelight ous knowledge of Italian. It covers the same mate- This course is for students who have taken 103 during the period between 1960 (e.g. the near rial as in ITAS 101 and 102 over five class periods or both 101 and 102. The course covers the same simultaneous release of Antonioni’s L’Avventura per week. The course aims to develop skills in material as 201 and 202 over five class periods and Fellini’s La Dolce Vita) and the mid-seventies speaking, oral, and reading comprehension, writ- per week. The aim of the course is to improve (e. g. Pasolini’s Salò). Exposing students to exem- ing, and the fundamentals of grammar. This is an and strengthen the skills acquired in Elementary plary films from such a period, this course aims intensive course developed especially for students Italian through reading authentic literary and to investigate the interface between socio-cultural with a strong interest in Italian Studies and who journalistic texts, viewing of contemporary films, history and filmmaking as well as the various ways intend to spend a semester or year abroad. writing compositions, and grammar review. This in which Italian cinema contributed to the history Prerequisite: None is an intensive course developed especially for stu- of the medium. Topical examples from low genres Distribution: None dents with a strong interest in Italian Studies and such as comedy, western, and horror, will alter- Semester: Fall Unit: 1.25 who intend to spend a semester or year abroad. nate with ‘classics’ of political and (post)modern Prerequisite: 103 or both 101 and 102 cinema. The unique role played by Rome, at once ITAS 104 First-year Seminar: The Cities of Distribution: Language and Literature center of film production, cinematic location, Italy: An Introduction to Italian Culture Semester: Spring Unit: 1.25 and symbol of eternity, shall also be examined. Ward Students may register for either ITAS 225 or CAMS This seminar is dedicated to the representation of ITAS 209/309 Italian-Jewish Literature (in 225 and credit will be granted accordingly. Italian cities in Italian literature, art, and cinema English) Prerequisite: None from the Middle Ages to the twenty-first century. Parussa Distribution: Arts, Music, Theatre, Film, Video By presenting cities as spatial narratives, we will NOT OFFERED IN 2011-12. In the light of Semester: Fall Unit: 1.0 introduce students to some of the most important events like the high-profile trial of a Nazi war moments in Italian history and will invite them criminal and Pope John Paul II’s encyclical let- ITAS 261 Italian Cinema (in English) to examine the representation of urban landscape ter on the responsibilities of Christians in the Ward as a privileged vantage point to understand Italian Holocaust, this course aims to discuss the question NOT OFFERED IN 2011-12. A survey of the culture. The seminar is designed to introduce stu- of Jewish identity in contemporary Italian culture. directors and film styles that paved the way for dents to the field of Italian Studies and to provide Students will read prose and poetry, essays and the golden age of Italian cinema, this course them with a solid background in Italian history articles, as well as watch films that address issues examines, first, the early Italian cinema of the first and culture. such as religious and national identity in a cultur- two decades of the twentieth century, going on to Prerequisite: None. Open to first-year students only. ally and linguistically homogeneous country like fascist cinema before embarking on an in-depth Distribution: Language and Literature Italy. The course will also give students an over- journey into the genre that made Italian cinema Semester: Spring Unit: 1.0 view of the formation and transformation of the famous, namely, neorealism. We will analyze Jewish community in Italian society. In addition major films by Rossellini, Visconti, De Sica, and ITAS 201-202 Intermediate Italian to well-known Italian-Jewish writers like Primo Antonioni (among others) with a view to under- Grattarola, Laviosa, Parussa, Southerden, Ward Levi and Bassani, students will read pertinent standing the ethical, social, political and philo- The aim of these courses is to develop students’ works by non-Jewish writers like Loy. Major and sophical foundations of the neorealist aesthetic. fuency in spoken and written Italian. The reading minors in Italian must take this course as 309 and Prerequisite: None of short stories, articles from Italian newspapers, attend an additional section with assignments in Distribution: Arts, Music, Theatre, Film, Video or Language and selected texts on Italian culture as well as Italian. and Literature Semester: N/O Unit: 1.0 the writing of compositions are used to promote Prerequisite: None critical and analytical skills. Listening is practiced Distribution: Language and Literature ITAS 263 Dante (in English) through the viewing of Italian films, cultural Semester: N/O Unit: 1.0 videos, or television programs. Both reading and Southerden listening activities are followed by in-class discus- ITAS 212/CAMS 224 Italian Women Directors: The course offers students an introduction to sions. Three periods. Each semester earns one unit of The Female Authorial Voice in Italian Cinema Dante and his culture. The centrality and ency- credit. However, both semesters must be completed (in English) clopedic nature of Dante’s Divine Comedy make satisfactorily to receive credit for either course. Laviosa it a paradigmatic work for students of the Middle Ages. Since Dante has profoundly infuenced sev- Prerequisite: 101-102 (201 for 202) or permission of the NOT OFFERED IN 2011-12. This course exam- instructor. ines the films of a number of major Italian women eral writers of the nineteenth and twentieth centu- Distribution: One unit of Language and Literature for 202. directors across two artistic generations: Cavani ries, knowledge of the Comedy illuminates modern Semester: Fall, Spring Unit: 1.0 and Wertmüller from the 1960s to the 1990s; literature as well. This course presumes no special Archibugi, Comencini and others in the 1990s. background and attempts to create a context in ITAS 202W Intermediate Italian in Rome Neither fascist cinema nor neorealism fostered which Dante’s poetry can be carefully explored. Laviosa female talents, so it was only with the emergence Prerequisite: None This intensive three-week program is a rigorous of feminism and the women’s movement of the Distribution: Language and Literature linguistic and a valuable culture full-immersion 1960s and 1970s that a space for female voices in Semester: Fall Unit: 1.0 experience in Italy. Like 202 on campus, the Italian cinema was created. The course will explore ITAS 271 The Construction of Italy as a Nation course consists of a fast-paced grammar review how women directors give form to their directorial with practice of all language skills through read- signatures in film, focusing on their films’ formal Ward ings of literary texts and newspaper articles, oral features and narrative themes in the light of their The course aims, first, to give students who wish discussions, and presentations on Italian current sociohistorical context. Students may register for to continue their study of Italian the chance to events, and compositions on cultural topics exam- either ITAS 212 or CAMS 224 and credit will be practice and refine their skills, and second, to ined in class. The course includes a rich program granted accordingly. introduce students to one of the major themes of Italian culture, namely, the role played by of guest speakers, both Italian university profes- Prerequisite: None sors and artists, guided visits to sites of historical Distribution: Arts, Music, Theatre, Film, Video Italian intellectuals in the construction of Italy significance, and attendance at film screenings and Semester: N/O Unit: 1.0 as a nation. We will read how Dante, Petrarch, theatre performances. Students must have received and Machiavelli imagined Italy as a nation before credit for ITAS 201 in order to receive credit for it came into existence in 1860; how the nation ITAS 202. Not ofered every year. Subject to Dean’s came to be unified; and how the experience of Office approval. unification has come to represent a controversial

136 Italian Studies point of reference for twentieth-century Italy. cal essays on the conception of love in Western and Ariosto. Attention will also be given to the Other figures to be studied will include Bembo, cultures by Barthes, de Rougemont, Gidden, and paintings, drawings, and sketches used in the stag- Castiglione, Foscolo, Gramsci, Tomasi di Nussbaum. ing of these plays. Lampedusa, D’Annunzio, Visconti, Levi, Blasetti, Prerequisite: 202 or 201 with permission of the instructor. Prerequisite: [211], 271, 272, [273], or 274, or permission and Rossellini. Distribution: Language and Literature of the instructor. Prerequisite: 202 or permission of the instructor. Semester: N/O Unit: 1.0 Distribution: Language and Literature Distribution: Language and Literature Semester: N/O Unit: 1.0 Semester: Fall Unit: 1.0 ITAS 275/ME/R 275 Between Transcendence and Transgression: Desire from Dante to ITAS 312 Rinascimento e Rinascimenti: ITAS 272 Small Books, Big Ideas. A Journey Milton Cultural Identities in Fifteenth- and Sixteenth- Through Italian Identities Southerden Century Italy Parussa This course takes as its focus the discourses of Parussa NOT OFFERED IN 2011-12. Unlike other desire informing some of the major works of NOT OFFERED IN 2011-12. The Renaissance European literatures, contemporary Italian litera- English and Italian literature from the Middle witnessed deep cultural transformations that ture lacks a major work of fiction representing the Ages to the seventeenth century. Through an have infuenced contemporary ways of thinking. nation’s cultural identity. Rather, Italian literature exploration of the themes of transcendence and Cultural notions of class, gender, and religion find boasts the small book, brief unclassifiable narra- transgression in Dante, Petrarch, Boccaccio, their roots in the cultural debate that animated tives that express the variety and complexity of Chaucer, Shakespeare, Ariosto, and Milton, Italian courts during the fifteenth and sixteenth Italian culture. Realistic novels or philosophical students will analyze the dynamics of desire centuries. Exploring how these notions have been short stories, memoirs or literary essays, these (whether sexual, psychological or textual) that both shaped and challenged, the course will sug- works are a fine balance between a number of lit- open up exciting vistas on the tensions between gest that it is more appropriate to think of the erary genres and, as such, are a good entranceway human and divine love, excess and control, lack Renaissance as a plural rather than a single entity. into the multifaceted and contradictory identity and fulfillment, suffering and joy. The roles of In particular, attention will be given to themes of Italy as a nation. The course will combine a transcendence and transgression will also be con- such as the donna angelicata and the poet, the survey of contemporary Italian literature with a sidered in the relationship each author entertains cortegiano and the peasant, the principe and the theoretical analysis of how Italian identity has with his or her literary models and predecessors to artist. The course will give students a solid intro- been represented in works by Moravia, Calvino, see how desire shapes a dialogue across geographi- duction to the literature of the period and provide Ortese, and others. cal and temporal boundaries. Students may register them with a theoretical framework for a thorough Prerequisite: 201 as a prerequisite and 202 or 203 as a coreq- for either ITAS 275 or ME/R 275 and credit will be discussion of the material at hand. uisite or permission of the instructor. granted accordingly. Prerequisite: [211], 271, 272, [273], or 274, or permission Distribution: Language and Literature Prerequisite: None of the instructor. Semester: N/O Unit: 1.0 Distribution: Language and Literature Distribution: Language and Literature Semester: Spring Unit: 1.0 Semester: N/O Unit: 1.0 ITAS 273 Italy in the 1960s Ward ITAS 310 Fascism and Resistance in Italy ITAS 315 Italian Mysteries The 1960s were a period of great change in Italy. Ward Ward The major consequence of the economic boom NOT OFFERED IN 2011-12. This course exam- Italian Mysteries introduces students to the Italian of the late 1950s was to transform Italy from a ines the two fundamental political and cultural tradition of mystery and detective writing of the predominantly agricultural to an industrialized experiences of twentieth-century Italy: the 20-year nineteenth and twentieth centuries with particular nation. Through a study of literary and cinematic fascist regime and the resistance to it. We will attention paid to its philosophical and semiotic texts, the course will examine this process in study the origins of fascism in Italy’s participation dimensions. It also exposes students to some of detail. Time will also be given to the consequences in World War I and its colonial ambitions, and the political mysteries that have characterized Italy of the radical changes that took place: namely, then follow the development of fascism over the since the end of WWII and which have become internal immigration, consumerism, new role two decades of its existence and ask to what extent the subject of much contemporary mystery writ- of intellectuals, resistance to modernity, neo- it received the consensus of the Italian people. We ing, films, and documentaries. From an aesthetic fascism, student protest. Authors to be studied will go on to examine the various ways in which standpoint, we will ask why a new generation of will include Italo Calvino, Luchino Visconti, Pier Italians resisted fascism and the role the ideals that young writers has been drawn to these mysteries Paolo Pasolini, Ermanno Olmi, Umberto Eco and animated antifascist thinking had in the postwar as subjects of their writings; and examine the authors from the Neo-Avant Garde movement. period. Authors to be studied include: Marinetti, variety of narrative forms they use to investigate Prerequisite: 202 or by permission of the instructor. D’Annunzio, Pascoli, Croce, Gobetti, Rosselli, them. Authors to be studied will include Emilio Distribution: Language and Literature Bassani, Ginzburg, Carlo and Primo Levi, and De Marchi (author of the first Italian detective Semester: Spring Unit: 1.0 Silone. novel), Carlo Emilio Gadda, Umberto Eco, Carlo Ginzburg, Carlo Luccarelli, Simone Sarasso, ITAS 274 Women in Love: Portraits of Female Prerequisite: [211], 271, 272, or 273, or permission of the instructor. Giuseppe Genna, and the writing collectives Desire in Italian Culture Distribution: Language and Literature known as Luther Blisset and Wu Ming. Parussa Semester: N/O Unit: 1.0 NOT OFFERED IN 2011-12. This course is Prerequisite: [211], 271, 272, or 274; or permission of the dedicated to the representation of female desire in instructor. ITAS 311 Theatre, Politics, and the Arts in Distribution: Language and Literature Italian culture. From Dante’s Francesca da Rimini Renaissance Italy Semester: Fall Unit: 1.0 to Pasolini’s Medea, passing through renowned Parussa literary characters such as Goldoni’s Mirandolina, NOT OFFERED IN 2011-12. The fourish- ITAS 316 Dreams of Eden: Gardens in Manzoni’s Gertrude, and Verdi’s Violetta, the ing Italian theatre in the fifteenth and sixteenth Medieval and Renaissance Italian Literature course will explore different and contrasting voices centuries is an extraordinary and unmatched and Art of female desire: unrequited and fulfilled, passion- phenomenon in the history of Italian culture. In Southerden ate and spiritual, maternal and destructive, domes- Italian courts and city squares, theatre became the This course will focus on thetopos of the garden in tic and transgressive. In particular, the varied and center of a dynamic relationship between power Italian literature and art during the Middle Ages beautiful voices of women in love will become and culture. Under the aegis of princes and popes, and the Renaissance. Looking at the descriptions privileged viewpoints to understand the changes artists of all kinds worked for the stage to celebrate of memorable gardens in literary works by Dante, that occur in Italian culture in the conception of and criticize the same power that both fostered Petrarch, Ariosto, and Tasso, alongside paintings desire and other intimate emotions, as well as in and limited their intellectual freedom. The stage by artists such as Mantegna, Da Vinci, Botticelli, the notion of gender and sexuality. Students will became a mirror in which Renaissance Italy, while and Michelangelo, students will explore the read texts by men and women from a wide variety attempting to admire its beauty, came face to face relationship between the self and God, the earthly of literary genres and artistic forms including not with its distorted image. The course will include and the transcendent, nature and culture. An only prose and poetry, but also theater, opera, and readings of major plays by Bibiena, Machiavelli, analysis of the female inhabitants of the gardens cinema. They will also read important theoreti-

137 Italian Studies will, in turn, offer an opportunity to consider Requirements for the Major how far the garden may be considered a gendered Department of Japanese space, and/or a political one, that embodies the The major in Italian Studies offers students the See Department of East Asian Languages and confict between love and duty, woman and God, opportunity to acquire fuency in the language Literatures illusion and reality. and knowledge of the culture of Italy in a histori- Prerequisite 271, 274 or permission of the instructor. cal perspective. Students are strongly urged to Distribution: Language and Literature begin Italian in their first year. ITAS 101-102 Japanese Studies Semester: Spring Unit: 1.0 count toward the degree, but not the major. Students majoring in Italian are required to take See East Asian Studies ITAS 320 The Landscape of Italian Poetry nine units above the 100 level. One of such Parussa courses must be [211], 271, 272, 273, or 274. NOT OFFERED IN 2011-12. The course is Two of the nine courses must be at the 300 level dedicated to the representation and exploration of and be taken in the department. The requirement landscape in the Italian poetic tradition. By study- to take two courses at the 300 level may not be ing how the varied and beautiful Italian landscape met by taking 350 (Research or Individual Study), found expression in the literary works of major 360 (Senior Thesis Research) or 370 (Senior poets, students will be exposed to a rich body of Thesis). One course may be taken outside of the work and the tradition it both follows and renews. department, on a related topic to be decided In particular, the course will focus on a series of by the student and her major advisor. Students specific themes, giving special attention to lan- are encouraged to consult with the chair about guage and style. These will include: the opposition the sequence of courses they will take. Courses between rural and urban landscapes; the tension given in translation count toward the major. between dialects and the national language; the Qualified students are encouraged to spend their complex dynamics of tradition and innovation. junior year abroad in Italy on the Eastern College Through initial exposure to selected classical poets, Consortium program in Bologna (of which the including Dante and Petrarch, students will gain Department of Italian Studies is a participant) or in-depth knowledge of the main formal structures on another approved program. of Italian poetry, from the classical sonnet, going on to free verse. In addition, we will read poems Requirements for the Minor by the Italian greats of the twentieth century, namely Ungaretti, Saba and Montale, as well as The minor in Italian Studies requires five units works by contemporary poets, such as Caproni, above the 100 level. Courses offered in translation Sereni and Valduga. count towards the minor. Prerequisite: [211], 271, 272, [273], or 274, or permission of the instructor. Honors Distribution: Language and Literature Semester: N/O Unit: 1.0 The only route to honors in the major is writing a thesis and passing an oral examination. To be ITAS 349 The Function of Narrative admitted to the thesis program, a student must Ward have a grade point average of at least 3.5 in all NOT OFFERED IN 2011-12. Beginning with work in the major field above the 100 level; the Boccaccio and going on to Manzoni and Verga, department may petition on her behalf if her GPA the course introduces students to the major figures in the major is between 3.0 and 3.5. See Academic of the Italian narrative tradition. We then go on Distinctions. to study twentieth-century narrative texts, all the time seeking answers to the question of why narra- tive is such a fundamental human need. Why, for example, do we narrate our experience of life and the sense we have of ourselves, even in the form of diaries? Do the stories we tell faithfully refect real- ity or do they create it? The course concludes with a refection on narrative technique in cinema illus- trated by the films of Antonioni. Other authors to be studied may include Faa Gonzaga, Calvino, Ceresa, Rasy, Pasolini, Celati, and Benni. Prerequisite: [211], 271, 272, or [273], or permission of the instructor. Distribution: Language and Literature Semester: N/O Unit: 1.0

ITAS 350 Research or Individual Study Prerequisite: Open by permission to students who have com- pleted two units in literature in the department. Distribution: None Semester: Fall, Spring Unit: 1.0

ITAS 360 Senior Thesis Research Prerequisite: By permission of department. See Academic Distinctions. Distribution: None Semester: Fall, Spring Unit: 1.0

ITAS 370 Senior Thesis Prerequisite: 360 and permission of department. Distribution: None Semester: Fall, Spring Unit: 1.0

138 Japanese/Japanese Studies Prerequisite: 101-102 HIST 243 Gender and Sexuality in Twentieth- Jewish Studies Distribution: One unit of Language and Literature for 202 Semester: Fall, Spring Unit: 1.0 Century Europe AN INTERDEPARTMENTAL MAJOR AND HIST 328 Seminar. Anti-Semitism in Historical MINOR HEBR 250 Research or Individual Study Perspective Prerequisite: Two years of Hebrew or permission of the HIST 367 Director: Malino (History) instructor. Seminar. Jewish Identities in the Modern World Visiting Lecturer: Ben-Yehuda Distribution: None Semester: Fall, Spring Unit: 1.0 Advisory Board: Geller (Religion), Malino ITAS 209/309 Italian-Jewish Literature (in English) (History), Rosenwald (English), Silver (Religion) HEBR 350 Research or Individual Study PHIL 301 The major in Jewish Studies is designed to Prerequisite: Three years of Hebrew or permission of the Seminar. Early Modern Philosophy: acquaint students with the many facets of Jewish instructor. Spinoza, Mind, and Nature civilization through an interdisciplinary study of Distribution: None REL 104 Study of the Hebrew Bible/Old Semester: Fall, Spring Unit: 1.0 Jewish religion, history, philosophy, art, literature, Testament social and political institutions, and cultural REL 105 Study of the New Testament patterns. JWST 250 Research or Individual Study Prerequisite: Open to first-year students and sophomores. REL 106 Children of Abraham Goals for the Major Distribution: None Developing an understanding of the breadth and Semester: Fall, Spring Unit: 1.0 REL 116 Seminar. Apocalypticism and diversity of Jewish civilization through interdisci- Armageddon: Imagining the Endtime plinary learning in the arts, humanities, and social JWST 250H Research or Individual Study REL 203 Prophets and Prophecy in Ancient Israel sciences Prerequisite: Open to first-year students and sophomores. Distribution: None REL 205 Cosmic Order and the Ordered Self: ••Learning to contextualize Jewish civilization Semester: Fall, Spring Unit: 0.5 Widsom Literature in the Hebrew Bible within its broader milieu REL 208 /CPLT 208 Legend, Satire, and ••Understanding the foundation texts and central JWST 350 Research or Individual Study Storytelling in the Hebrew Bible ideas and institutions of Judaism Prerequisite: Open by permission to juniors and seniors. REL 240 /CLCV 240 Romans, Jews, and ••Building specialized knowledge in one area: e.g., Distribution: None Christians in the Roman Empire among others, Biblical studies; ancient, medi- Semester: Fall, Spring Unit: 1.0 eval, early modern or modern Jewish history; REL 243 Women in the Biblical World JWST 350H Research or Individual Study European or Eastern Jewry; Hebrew language REL 244 Jerusalem: The Holy City and literature; Israel studies Prerequisite: Open by permission to juniors and seniors. Distribution: None REL 245 The Holocaust and the Nazi State ••Establishing proficiency (equivalent to two years Semester: Fall, Spring Unit: 0.5 of undergraduate instruction) in Hebrew, either REL 247 The World of the Bible Biblical or modern, or if relevant Yiddish, Arabic JWST 360 Senior Thesis Research REL 248 The Dead Sea Scrolls or Spanish. Prerequisite: By permission of director. See Academic REL 260 Islamic/ate Civilizations ••Interpreting primary texts critically, developing Distinctions. writing skills, and learning to identify essential Distribution: None REL 307 Seminar. God, Politics, and the body in Semester: Fall, Spring Unit: 1.0 links among disciplines and cultures the Ancient Near East JWST 370 Senior Thesis REL 342 Seminar. Archeology of the Biblical HEBR 101-102 Elementary Hebrew Prerequisite: 360 and permission of department. World Ben-Yehuda Distribution: None SPAN 252* Christians, Jews, and Moslems: The Introduction to Hebrew with emphasis on its con- Semester: Fall, Spring Unit: 1.0 Spirit of Spain in Its Literature temporary spoken and written form. Practice in the skills of listening and speaking as well as read- Courses for Credit Toward SPAN 267* The Writer and Human Rights in ing and writing, together with systematic study Latin America of Hebrew grammar. Students will master a basic the Major SPAN 279 Jewish Women Writers of Latin vocabulary of approximately 1,000 words, and America become comfortable in the use of the present, past ANTH 242* “Civilization” and “Barbarism” and future tenses, as well as basic verb patterns. during the Bronze Age, 3500–2000 B.C.E. *requires permission of the instructor if the course is to be counted for Jewish Studies Each semester earns one unit of credit; however, both ANTH 247* Societies and Cultures of Eurasia semesters must be completed satisfactorily to receive ARAB 101-102 credit for either course. Elementary Arabic (see Middle Eastern Studies) Requirements for the Major Prerequisite: None Distribution: None ARAB 201-202 Intermediate Arabic (see Middle For the eight-unit major in Jewish Studies, stu- Semester: Fall, Spring Unit: 1.0 Eastern Studies) dents must take courses pertaining both to the ancient and modern worlds and show proficiency ARAB 301-302 Advanced Arabic I, II (see Middle HEBR 201-202 Intermediate Hebrew in Hebrew (equivalent to at least two semesters Eastern Studies) Ben-Yehuda at the second-year level). In certain cases, where Building on the foundations of 101-102, the third ARTH 267* Cross-Cultural Encounters in the students whose area of concentration neces- semester will continue to develop skills in modern Medieval Mediterranean sitates another language (such as Arabic, French, Hebrew. Students will broaden their knowledge of FREN 232* Occupation and Resistance: The Spanish, Yiddish, or Ladino), that language may verb patterns, compound sentence structures and French Memory and Experience of World War II be substituted for Hebrew in consultation with mixed tenses. Special emphasis will be placed on (in English) the student’s major advisor. In addition, students composition and oral reports. The fourth semester are expected to concentrate in some area or aspect will focus on literature through reading and HIST 201* The Rise of the West?: Europe of Jewish Studies (such as religion, history, or discussion of selected short pieces of prose and 1789–2003 Hebrew language and literature) by taking four poetry. Some examples of classical, rabbinic, and HIST 219 The Jews of Spain and the Lands of courses above the 100 level, including at least two liturgical Hebrew will also be analyzed. Students Islam at the 300 level. will be required to write short compositions Advanced study of Hebrew may be pursued as Each semester earns one HIST 224 Zionism and Irish Nationalism: A inspired by their readings. a 350 course, and this may be used to fulfill the unit of credit; however, both semesters must be com- Comparative Perspective Language and Literature distribution requirement. pleted satisfactorily to receive credit for either course. HIST 242 Postwar Europe and the Three Postwar Germanies

139 Jewish Studies Majors devise their own programs in consultation Courses for Credit Toward with the director of the Jewish Studies Program Latin American Studies and an appropriate faculty member from the the Major student’s area of concentration. Courses with AN INTERDEPARTMENTAL MAJOR AFR 297* an asterisk (*) also require the permission of the Medical Anthropology: A Comparative Directors: Renjilian-Burgy (Spanish), Wasserspring Study of Healing Systems instructor if the course is to be counted for Jewish (Political Science) Studies. AFR 302 Caribbean Intellectual Thought in the Advisory Committee: Agosin (Spanish), Elkins Twentieth Century In addition to Wellesley courses, students are (Religion), Guzauskyte (Spanish), Hagimoto encouraged to take courses at Brandeis University (Spanish), Levitt (Sociology), McEwan (Economics), AFR 320/AMST 320* Seminar. Blackness in the in the Department of Near Eastern and Judaic Nuñez-Negrón (Spanish), Oles (Art), Osorio American Literary Imagination Studies which may be applicable to the Jewish A (History), Renjilian-Burgy (Spanish), Vega ARTH 236 Art, Architecture, and Culture in the Studies major. These courses must be approved, (Spanish), Wasserspring (Political Science) in advance, by the corresponding department at Ancient Americas The Latin American Studies major is designed to Wellesley. See the director of Jewish Studies for ARTH 237 Art, Architecture, and Culture in provide students with a broad understanding of further details. Post-Conquest Mexico the Latin American experience through an inter- disciplinary program of study. ARTH 338 Seminar. Topics in Latin American Requirements for the Minor Goals Art A minor in Jewish Studies consists of five units of ••To enable students to acquire an in-depth CAMS 240/WGST 223 Gendering the Bronze which at least one must be at the 300 level and no multidisciplinary knowledge of the political, Screen: Representations of Chicanas/Latinas in more than one can be at the 100 level. Units must economic, historical, and cultural development Film be taken in at least two departments. In consulta- of the major regions of Latin America: Mexico, ECON 241 Poverty and Inequality in Latin tion with the director of the program in Jewish Central and South America, and the Caribbean America Studies, students devise their own programs. Basin. Also in consultation with the director, students ES 214/POL2 214* Social Causes and ••To familiarize students with classic works on can arrange to take courses for inclusion in the Consequences of Environmental Problems Latin America, and the ways in which various Jewish Studies minor in Brandeis University’s disciplines have contributed to understandings ES 312/POL2 312S* Seminar. Environmental Department of Near Eastern and Judaic Studies. of its culture, politics, and history, as well as Policy with newer and challenging perspectives on the HIST 206 From Conquest to Revolution: Honors region. A History of Colonial Latin America The only route to honors in the major is writing ••To train students in the acquisition of critical HIST 207 Contemporary Problems in Latin a thesis and passing an oral examination. To be analytical skills for understanding and evaluating American History admitted to the thesis program, a student must the diversity of realities in both past and present HIST 212 Atlantic Revolutions and the Birth of have a grade point average of at least 3.5 in all Latin America. Nations work in the major field above the 100 level; the program may petition on her behalf if her GPA in LAST 250 Research or Individual Study HIST 215 Gender and Nation in Latin America the major is between 3.0 and 3.5. See Academic Prerequisite: Two units of course work in Latin American HIST 375 Seminar. Empire and Modernity: The Distinctions. Studies. Rise and Fall of Spanish World Power Distribution: None Semester: Fall, Spring Unit: 1.0 HIST 377 Seminar. The City in Latin America POL 103 First=year Seminar: Mexico: LAST 250H Research or Individual Study Revolution, Democracy, and Drugs Prerequisite: Two units of course work in Latin American Studies. POL2 204* Political Economy of Development Distribution: None and Underdevelopment Semester: Fall, Spring Unit: 0.5 POL2 207 Politics of Latin America LAST 350 Research or Individual Study POL2 214*/ES 214 Social Causes and Prerequisite: Open to Latin American Studies and Spanish Consequences of Environmental Problems majors. POL2 305S* Seminar. The Military In Politics Distribution: None Semester: Fall, Spring Unit: 1.0 POL2 307* Women and Development POL2 309S* Ethnicity, Nationalism, Religion, LAST 350H Research or Individual Study and Violence Prerequisite: Open to Latin American Studies and Spanish majors. POL2 310* Seminar. Politics of Community Distribution: None Development Semester: Fall, Spring Unit: 0.5 POL2 312S*/ES 312 Seminar. Environmental LAST 360 Senior Thesis Research Policy Prerequisite: By permission of department. See Academic POL2 353 The Politics of Contemporary Cuba Distinctions. Distribution: None POL3 323* International Economic Policy Semester: Fall, Spring Unit: 1.0 POL3 332S* Seminar. People, Agriculture, and the Environment LAST 370 Senior Thesis POL3 348S* Seminar. Problems In North-South Prerequisite: 360 and permission of department. Distribution: None Relations Semester: Fall, Spring Unit: 1.0 POL4 342S* Seminar. Marxism, Anarchism and Fundamentalism POL4 345S* Seminar. Race and Political Theory REL 221* Contemporary Catholicism REL 226* The Virgin Mary

140 Latin American Studies REL 326* Seminar. Theologies of Liberation Requirements for the Major Study Abroad SOC 221* Globalization The Latin American Studies major consists of 11 Qualified juniors are encouraged to spend a SOC 231* The Sociology of Art, Media, and courses: two language courses and nine courses semester or a year in Latin America. Both the Culture—Comparative Perspectives from the detailed list above. The language require- directors and the Study Abroad Office have infor- ment normally consists of two Spanish courses mation to help students select appropriate sites for SOC 310* Encountering the Other— at the 241 level or above. In exceptional circum- study in Latin America. Wellesley offers several Comparative Perspectives on Immigration stances when a student can demonstrate oral and opportunities, including its own program in SPAN 253 The Latin American Short Story written mastery of Spanish, she may be exempted Puebla, Mexico, as well as exchange opportunities from this requirement by taking an oral and writ- in Argentina. In addition, the Wellesley Internship SPAN 255 Chicano Literature ten examination. Program in Costa Rica (WICR) offers funded SPAN 257 The Word and the Song: For the nine courses beyond the language require- summer internships to qualified students. To be Contemporary Latin American Poetry ment, students need to choose a concentration eligible for study in Latin America, a student is expected to have completed a course at or above SPAN 259 Inhabiting Memory consisting of four courses taken in one of the following disciplines: art history, history, political SPAN 241. SPAN 265 Latin American Cinema science, sociology, or Spanish. (In special circum- SPAN 267 The Writer and Human Rights In stances, students may petition the directors for Latin America an alternative field of concentration.) Overall, SPAN 269 Caribbean Literature and Culture students must complete courses in at least three different disciplines. Out of the nine required SPAN 271 Intersecting Currents: Afro-Hispanic courses, at least two must be taken at the 300 and Indigenous Writers In Latin American level. At least one 300-level course must be in the Literature student’s field of concentration. It is also recom- SPAN 273 Latin American Civilization mended that one 300-level course be a seminar. SPAN 275 The Making of Modern Latin Upon declaring the major, students must submit American Culture to the directors a plan of study for approval. In cases where the student’s chosen concentration is SPAN 279 Jewish Women Writers of Latin in a discipline other than those of the directors, a America second advisor in the student’s field of concentra- SPAN 305 Seminar. Hispanic Literature of the tion must also be arranged. United States Students should note that those courses listed with SPAN 307 Seminar. The Clothed and the Naked an asterisk (*) above require that the student upon In Colonial Latin America enrollment inform the instructor that the course is to be counted towards her Latin American Studies SPAN 323 Seminar. Modern Mexico major. Students enrolled in these courses must SPAN 325 Seminar. Candid Cuisine: Food in complete a research paper on a Latin American Latin American Literature and Culture theme. SPAN 327 Seminar. Latin American Women Writers: Identity, Marginality, and the Literary Honors Canon The only route to honors in the major is writing SPAN 335 Seminar. Asia in Latin America: a thesis and passing an oral examination. To be Literary and Cultural Connections admitted to the thesis program, a student must have a grade point average of at least 3.5 in all SPAN 337 Seminar. Laughing Out Loud: Humor work in the major field above the 100-level; the and Politics in Latin American Literature department may petition on her behalf if her GPA WGST 216 Women and Popular Culture: Latinas in the major is between 3.0 and 3.5. Students who as Nannies, Spitfires, and Sex Pots are interested in writing an honors thesis in Latin WGST 223/CAMS 240 Gendering the Bronze American Studies should submit a proposal to Screen: Representations of Chicanas/Latinas in the faculty committee by the end of their junior Film year. The proposal should include a description of the thesis project, a sample bibliography and a WGST 326 Crossing the Border(s): Narratives of copy of the student’s transcript. It is required that Transgression the student has already completed fundamental coursework in the area in which she proposes to Courses may be taken in the Program for Mexican do her honors work. See Academic Distinctions. Culture and Society in Puebla, Mexico and in approved programs in other Latin American sites. Courses focusing on Latin America in the Graduate Study PRESHCO program in Spain or in other study- Majors may also apply to the Five-Year abroad programs can be counted with permission Cooperative Degree Program at Georgetown of the directors. University in Latin American Studies. This pro- *Upon enrollment, the student must notify the gram enables the student to apply upper-level instructor that the course is to be counted for Latin American Studies courses taken at Wellesley Latin American Studies and that, as such, the toward the master’s degree at Georgetown. A student will be required to do a research paper summer of study at the Universidad Catolica which focuses on Latin America. in Santiago, Chile, taken during an under- graduate summer, and a year of academic work at Georgetown are required to earn the master’s degree at Georgetown in one year. Interested students should contact the directors of Latin American Studies or the Center for Work and Service.

141 Latin American Studies MATH 101Z Reasoning with Data: Elementary Linguistics Department of Applied Statistics with Health Applications See Cognitive and Linguistic Sciences Mathematics Polito (Quantitative Reasoning) In this course, students use probability and statis- Professor: Bu, Hirschhorn (Chair), Magid, Shuchat, tics to examine the risks that we encounter every Shultz A, Trenk, Wang day. The focus is on personal medical decision- Associate Professor: Chang A, Kerr, Volic making and the impact of our environment on our health. Students will address questions such Assistant Professor: Diesl, Fernandez, Lange, as: How concerned should we be about pesticide Schultz use? How can we make informed decisions about Visiting Lecturer: Broshi, Tannenhauser women’s health issues, including contraception Mathematics has a fascinating dual nature. Many and sexually transmitted diseases? How much study it as an object of endless beauty, interest of an impact does diet have on health? Why did and intellectual challenge, while others are moti- different studies of hormone replacement therapy vated by its applications to real-world problems. come to contradictory conclusions, and how can Increasingly, mathematics is an essential tool for we read reports on such studies intelligently and modeling phenomena in the physical, biological skeptically? Topics include descriptive statistics, and social sciences. Mathematical literacy is the basic probability, inference and hypothesis testing. key to surviving and thriving in the world of Prerequisite: Fulfillment of the basic skills component of the technology. At its heart, mathematics is the study Quantitative Reasoning requirement. Not open to students who have taken or are taking MATH 101, POL 199, QR of patterns: it is a creative art as well as a logical 180, ECON 103/SOC 190 or PSYC 205. Not open to stu- system. Mathematics has always been a part of the dents who have completed 205, except by permission of the liberal arts core at Wellesley College. One way our instructor; such students should consider taking 220 instead. students continue this tradition is by combining Distribution: Mathematical Modeling. Fulfills the mathematics with a minor or a double major in Quantitative Reasoning overlay course requirement. another field such as economics, English, classics Semester: Spring Unit: 1.0 or chemistry. Mathematics is excellent preparation MATH 102 Applications of Mathematics for a lifetime of discovering, learning, and apply- without Calculus ing new knowledge. Most courses meet for three periods weekly or for two periods weekly with a NOT OFFERED IN 2011-12. This course third period approximately every other week. explores several areas of mathematics which have application in the physical and social sciences, yet The mathematics department Web page (www. which require only high-school mathematics as wellesley.edu/Math/mathhome.html) has more a prerequisite. The areas covered will be chosen detailed course descriptions and information for from systems of linear equations, linear program- majors and minors. ming, probability, game theory, and stochastic Goals for the Major processes. Students will solve problems on topics The mathematics major offers to students a rigor- ranging from medical testing to economics, with ous program of study in analysis, algebra, topol- the results demonstrating the value of mathemati- ogy, geometry and various applied subjects. These cal reasoning. May not be counted toward the major. categories form the foundations of the discipline Prerequisite: Fulfillment of the basic skills component of the in both the pure and applied arenas. During Quantitative Reasoning requirement. their mathematical studies, students learn how to Distribution: Mathematical Modeling execute sophisticated computations and to form Semester: N/O Unit: 1.0 arguments using appropriate laws of inference. MATH 115 Calculus I Part of their training involves an understanding of mathematical grammar, syntax, diction and Staf style and the ways in which abstract concepts are Introduction to differential and integral calculus accurately communicated in the domains of both for functions of one variable. The heart of cal- speech and writing. The major is sufficiently broad culus is the study of rates of change. Differential and deep in scope that students are prepared calculus concerns the process of finding the rate thereafter to continue their studies in graduate at which a quantity is changing (the derivative). school or to apply their skills in the private sector. Integral calculus reverses this process. Information is given about the derivative, and the process of integration finds the “integral,” which measures MATH 101 Reasoning with Data: Elementary accumulated change. This course aims to develop Applied Statistics a thorough understanding of the concepts of dif- Staf ferentiation and integration, and covers techniques An introduction to the fundamental ideas and and applications of differentiation and integration methods of statistics for analyzing data. Topics of algebraic, trigonometric, logarithmic, and expo- include descriptive statistics, basic probability, nential functions. MATH 115 is an introductory inference and hypothesis testing. Emphasis on course designed for students who have not seen understanding the use and misuse of statistics in calculus before. a variety of fields, including medicine and both Prerequisite: Fulfillment of the basic skills component of the the physical and social sciences. This course is Quantitative Reasoning requirement. intended to be accessible to those students who Distribution: Mathematical Modeling have not yet had calculus. Semester: Fall, Spring, Summer Unit: 1.0 Prerequisite: Fulfillment of the basic skills component of the Quantitative Reasoning requirement. Not open to students MATH 116 Calculus II who have completed 205, except by permission of the instruc- Staf tor; such students should consider taking 220 instead. Not The course begins with applications and tech- open to students who have taken or are taking MATH 101Z, POL 199, QR 180, ECON 103/SOC 190, or PSYC 205. niques of integration. It probes notions of limit Distribution: Mathematical Modeling. Fulfills the and convergence and adds techniques for finding Quantitative Reasoning overlay course requirement. limits. Half of the course covers infinite sequences Semester: Fall, Spring Unit: 1.0 and series, where the basic question is: What

142 Linguistics/Mathematics meaning can we attach to a sum with infinitely MATH 205 Multivariable Calculus MATH 215 Mathematics for the Sciences I many terms and why might we care? The course Staf Tannenhauser can help students improve their ability to reason Most real-world systems that one may want to This course is tailored to the needs and prepara- abstractly and also teaches important compu- model, whether in the natural or in the social tions of students considering majors in the scienc- tational techniques. Topics include integration sciences, have many interdependent parameters. es. It presents techniques of applied mathematics techniques, l’Hôpital’s rule, improper integrals, To apply calculus to these systems, we need to relevant to a broad range of scientific studies, geometric and other applications of integration, extend the ideas and techniques of MATH 115 from the life sciences to physics and astronomy. theoretical basis of limits and continuity, infinite and MATH 116 to functions of more than one The topics of study include complex numbers, series, power series, and Taylor series. MATH 116 variable. Topics include vectors, matrices, determi- ordinary differential equations, an introduction is the appropriate first course for many students nants, polar, cylindrical, and spherical coordinates, to partial differential equations, linear algebra who have had AB calculus in high school. curves, functions of several variables, partial (matrices, systems of linear equations, vector Prerequisite: 115 or the equivalent and directional derivatives, gradients, Lagrange spaces, eigenvalue problems), and Fourier series. Distribution: Mathematical Modeling multipliers, multiple integrals, line integrals, and The course emphasizes mathematical techniques Semester: Fall, Spring, Summer Unit: 1.0 Green’s Theorem. and presents applications from all the sciences. Some familiarity with vectors (e.g., dot products) MATH 120 Calculus IIA Prerequisite: 116, 120, or the equivalent. Not open to stu- dents who have completed PHYS 216. is assumed. Staf Distribution: Mathematical Modeling This course is a variant of 116 for students who Prerequisite: 116, 120, or the equivalent. Semester: Fall, Spring, Summer Unit: 1.0 Distribution: Mathematical Modeling have a thorough knowledge of the techniques of Semester: Fall Unit: 1.0 differentiation and integration, and familiarity MATH 206 Linear Algebra with inverse trigonometric functions and the loga- Lange, Magid, Shuchat, Volic MATH 220 Probability and Elementary rithmic and exponential functions. It includes a Linear algebra is one of the most beautiful subjects Statistics rigorous and careful treatment of limits, sequences in the undergraduate mathematics curriculum. Staf and series, Taylor’s theorem, approximations and It is also one of the most important with many This course is about the mathematics of numerical methods, Riemann sums, improper possible applications. In this course, students learn uncertainty, where we use the ideas of probabil- integrals, l’Hôpital’s rule, and applications of computational techniques that have widespread ity to describe patterns in chance phenomena. integration. applications in the natural and social sciences Probability is the basis of statistics and game Prerequisite: Open by permission of the department to as well as in industry, finance, and manage- theory, and is immensely useful in many fields students who have completed a year of high school calculus. ment. There is also a focus on learning how to including business, social and physical sciences, Students who have studied Taylor series should elect 205. understand and write mathematical proofs and Not open to students who have completed 115, 116, or the and medicine. The first part of the course focuses equivalent. an emphasis on improving mathematical style on probability theory (random variables, condi- Distribution: Mathematical Modeling and sophistication. Topics include vector spaces, tional probability, probability distributions), using Semester: Fall Unit: 1.0 subspaces, linear independence, bases, dimension, integration and infinite series. The second part inner products, linear transformations, matrix discusses topics from statistics (sampling, estima- MATH 125 First-year Seminar: Mathematical representations, range and null spaces, inverses, tion, confidence interval, hypothesis testing). Thought and Proof and eigenvalues. Applications are taken from areas such as medical Schultz Prerequisite: 205 or MATH 215; or, with permission of the diagnosis, quality control, gambling, political Mathematics has the distinction of dealing with instructor, 116, 120, or the equivalent. polls, and others. truths that aren’t changed by political revolu- Distribution: Mathematical Modeling Semester: Fall, Spring Unit: 1.0 Prerequisite: 205. Open to students with a strong back- tion, toppled by new observations, or eroded by ground in single-variable calculus (116, 120, or the equiva- neglect. In this seminar we will investigate the key lent) by permission of the instructor component to the permanence of these discover- MATH 210 Differential Equations Distribution: Mathematical Modeling. Fulfills the ies: mathematical proof. Through a careful exami- Fernandez Quantitative Reasoning overlay course requirement. Semester: Fall, Spring Unit: 1.0 nation of fundamental mathematical objects such Introduction to theory and solution of ordinary differential equations, with applications to such as sets, relations and functions, students will learn MATH 223 Number Theory a handful of proof techniques which are robust areas as physics, ecology, and economics. Includes Trenk enough to prove nearly everything in the math- linear and nonlinear differential equations and Number theory is the study of the most basic ematical spectrum. Along the way we will uncover equation systems, existence and uniqueness theo- mathematical objects: the natural numbers (1, 2, plenty of unexpected results—from the fact that rems, and such solution methods as power series, 3, etc.). It begins by investigating simple patterns: there is more than one size of infinity, to the fact Laplace transform, and graphical and numerical for instance, which numbers can be written as that there are mathematical statements whose methods. sums of two squares? Do the primes go on forever? truth value is provably indeterminate. Students Prerequisite: 205 How can we be sure? The patterns and structures will leave the course with the ability to make and Distribution: Mathematical Modeling Semester: Spring Unit: 1.0 that emerge from studying the properties of understand reasoned, logical arguments. numbers are so elegant, complex, and important Prerequisite: MATH 116, or the equivalent. Open to first- MATH 214 Euclidean and Non-Euclidean that number theory has been called “the Queen of year student only. Distribution: Mathematical Modeling Geometry Mathematics”. Once studied only for its intrinsic Semester: Spring NOT OFFERED IN 2011-12. A rigorous treat- beauty, number theory has practical applications ment of the fundamentals of two-dimensional in cryptography and computer science. Topics MATH 203 Mathematical Tools for Finance geometry: Euclidean, spherical, elliptic and hyper- include the Euclidean algorithm, modular arith- Bu bolic. The course will present the basic classical metic, Fermat’s and Euler’s Theorems, public-key This course is intended for students who are results of plane geometry: congruence theorems, cryptography, quadratic reciprocity. MATH 223 interested in mathematics and its applications in concurrence theorems, classification of isometries, has a focus on learning to understand and write economics and finance. The following topics will etc., and their analogues in the non-Euclidean set- mathematical proofs; it can serve as valuable be covered: mathematical models in economics, tings. The course will provide a link between clas- preparation for 305. market equilibrium, first and second order recur- sical geometry and modern geometry, preparing Prerequisite: 116, 120 or the equivalent; or CS 230 together rences, the cobweb model, profit maximization, for study in group theory, differential geometry, with permission of the instructor1 derivatives in economics, elements of finance, Distribution: Mathematical Modeling topology, and mathematical physics. The approach Semester: Spring Unit: 1.0 constrained optimization, Lagrangians and the will be analytical, providing practice in proof consumer, microeconomic applications, business techniques. This course is strongly recommended MATH 225 Combinatorics and Graph Theory cycles, European and American options, call and for prospective teachers of mathematics. Ofered in Trenk, Kerr put options, Black-Scholes analysis. alternate years. Combinatorics is the art of counting possibilities: Prerequisite: MATH 116, or the equivalent Prerequisite: 205 or permission of the instructor for instance, how many different ways are there Distribution: Mathematical Modeling Distribution: Mathematical Modeling to distribute 20 apples to 10 kids? Graph theory Semester: Summer Unit: 1.0 Semester: N/O Unit: 1.0 is the study of connected networks of objects.

143 Mathematics Both have important applications to many areas Prerequisite: 305 curves and surfaces, first and second fundamental of mathematics and computer science. The course Distribution: Mathematical Modeling forms, equations of Gauss and Codazzi, the will be taught emphasizing creative problem- Semester: Spring Unit: 1.0 fundamental theorem of surfaces, geodesics, and solving as well as methods of proof, such as proof surfaces of constant curvature. Majors can fulfill MATH 307 Topology by contradiction and induction. Topics include: the major presentation requirement in this course in selections and arrangements, generating functions, Diesl 2011-12. Ofered in alternate years. recurrence relations, graph coloring, Hamiltonian This course covers some basic notions of point-set topology, such as topological spaces, metric spaces, Prerequisite: 206 or by permission of the instructor. and Eulerian circuits, and trees. Distribution: Mathematical Modeling. connectedness and compactness, Heine-Borel Semester: Fall Unit: 1.0 Prerequisite: 116, 120, or the equivalent; or CS 230 together Theorem, quotient spaces, topological groups, with permission of the instructor Distribution: Mathematical Modeling groups acting on spaces, homotopy equivalences, MATH 323 Algebraic Number Theory separation axioms, Euler characteristic and clas- Semester: Fall, Spring NOT OFFERED IN 2011-12. Semester: N/O Unit: 1.0 sification of surfaces. Additional topics include the This is an study of the fundamental group (time permitting). advanced course in number theory from the algebraic point of view. The course begins with the MATH 302 Elements of Analysis I Prerequisite: 302 Wang, Kerr Corequisite: 305 notion that every integer can be factored uniquely Real analysis is the study of the rigorous theory of Distribution: Mathematical Modeling into primes. We will then explore these notions the real numbers, Euclidean space, and calculus. Semester: Spring Unit: 1.0 of primeness and unique factorization in other, The goal is to thoroughly understand the familiar more general, number systems. Topics covered concepts of continuity, limits and sequences. MATH 309 Foundations of Mathematics will include number fields, algebraic integers, Topics include compactness, completeness, and NOT OFFERED IN 2011-12. This course will Diophantine equations, cyclotomic extensions and connectedness; continuous functions; differentia- introduce students to aspects of set theory and class number. tion and integration; limits and sequences; and formal logic. The notion of set is one of the fun- Prerequisite: 305. Not open to students who took Math 306 interchange of limit operations as time permits. damental notions of modern mathematics. In fact, when algebraic number theory was the topic. Distribution: Mathematical Modeling. Prerequisite: 205 and 206 other mathematical notions, such as function, Semester: N/O Unit: 1.0 Distribution: Mathematical Modeling relation, number, etc., can be represented in terms Semester: Fall, Spring Unit: 1.0 of purely set theoretical notions and their basic MATH 325 Graph Theory properties can be proved using purely set theoretic Trenk MATH 303 Elements of Analysis II axioms The course will include the Zermelo- Graph Theory has origins both in recreational Shuchat Fraenkel axioms for set theory, the Axiom of mathematics problems (i.e., puzzles and games) A continuation of MATH 302. Topics include Choice, transfinite arithmetic, Zorn’s Lemma, and as a tool to solve practical problems in many metric spaces, which generalize the familiar notion ordinal numbers and cardinal numbers. We also areas of society. Topics covered will includee trees of distance to a broader setting. Other topics study Gödel’s incompleteness theorem, which and distance, connectivity and paths, network chosen from the theory of Riemann integration, asserts that any consistent system containing fow, graph coloring, directed graphs and tourna- measure theory, Lebesgue integration, Fourier arithmetic has questions that cannot be answered ments. In addition, students will gain a sense of series, and calculus on manifolds. Majors can fulfill within the system. Ofered in alternate years. what it means to do research in graph theory. the major presentation requirement in this course in Prerequisite: 302 or 305; or at least two from 206, 214, Majors can fulfill the major presentation require- 2011-12. Ofered in alternate years. 223, 225 ment in this course in 2011-12. Prerequisite: 302 Distribution: Mathematical Modeling Distribution: Mathematical Modeling Semester: N/O Unit: 1.0 Prerequisite: 225 and a 300-level course in Math or Semester: Fall Unit: 1.0 Computer Science. Distribution: Mathematical Modeling. MATH 310 Complex Analysis Semester: Spring Unit: 1.0 MATH 305 Abstract Algebra Schultz Diesl, Schultz This course offers a rigorous treatment of complex MATH 349 Selected Topics In this course, students examine the structural analysis of one variable. Topics include complex Topic A for 2011-12: Introduction to similarities between familiar mathematical objects numbers and functions, analyticity, Cauchy’s Cryptography such as number systems, matrix sets, function integral formula and its consequences, Taylor spaces, general vector spaces and mod n arithme- and Laurent series, the residue theorem, the Volic tic. Topics include groups, rings, fields, homo- principle of the argument and Rouché’s theorem. The goal of this course is to use modern public- morphisms, normal subgroups, quotient spaces, Other subjects may include conformal mappings, key cryptography as a vehicle for learning various isomorphism theorems, divisibility and factoriza- asymptotic series and infinite products. The course important concepts in advanced mathematics. tion. Many concepts generalize number theoretic- will be conducted at the level of both theory and Topics will include Diffie-Hellman key exchange, notions such as Fermat’s little theorem and the computation. RSA cryptosystem, NTRU cryptosystem, elliptic curve cryptography, discrete logs, DES and AES, Euclidean algorithm. Optional subjects include Prerequisite: 302 group actions and applications to combinatorics. Distribution: Mathematical Modeling digital signatures, hash functions, error correcting codes and quantum cryptography. To understand Prerequisite: 206 Semester: Fall Unit: 1.0 Distribution: Mathematical Modeling these ideas, we will need to study ring theory, Semester: Fall, Spring Unit: 1.0 MATH 312 Differential Geometry probability, number theory over a finite field, Kerr elliptic curves, abstract linear algebra surrounding MATH 306 Topics in Abstract Algebra Differential geometry has two aspects. Classical lattices, NP-Completeness, and various other sub- Volic differential geometry, which shares origins with jects. There will also be a computational compo- Topic for 2011-12: Galois Theory. This course the beginnings of calculus, is the study of local nent to the course—encryption, decryption, and offers a continued study of the algebraic struc- properties of curves and surfaces. Local proper- attacks on cryptosystems using a computer. tures introduced in MATH 305, culminating ties are those properties which depend only on Prerequisite: 305 in the Fundamental Theorem of Galois Theory, the behavior of the curve or the surface in a Distribution: Mathematical Modeling a beautiful result that depicts the circle of ideas neighborhood of point. The other aspect is global Semester: Fall Unit: 1.0 surrounding field extensions, polynomial rings differential geometry: here we see how these Topic B for 2011-12: Optimization and automorphism groups. Applications of Galois local properties infuence the behavior of the Shuchat theory include the unsolvability of the quintic entire curve or surface. The main idea is that of This is a course on linear and nonlinear optimiza- by radicals and geometric impossibility proofs, curvature. What is curvature? It can be intrinsic tion. In optimization, we seek to maximize or such as the trisection of angles and duplication of or extrinsic. What’s the difference? What does it minimize a function of several variables, where cubes. Cyclotomic extensions and Sylow theory mean to have greater or smaller (or positive or the variables may be required to satisfy some may be included in the syllabus. Majors can fulfill negative) curvature? We will answer these ques- constraints. When the function and constraints the major presentation requirement in this course in tions for surfaces in three-space, as well as for are linear we solve this with linear programming, 2011-12. abstract manifolds. Topics include curvature of which is based on linear algebra and convexity and is one of the most widely used methods of

144 Mathematics applied mathematics. Nonlinear problems use units) consists of: (A) 205, 206 and (B) 302 or methods based on multivariable calculus and are 305 and (C) two additional units, at least one of Media Arts and Sciences often solved by approximation. We will focus on which must be at the 200 or 300 level. Option II the theory underlying these various optimization (five units) consists of: (A) 205, 206 and (B) three AN INTERDEPARTMENTAL MAJOR techniques, on the convergence properties of the additional 200- or 300-level units. PHYS 216 Co-Directors: Shaer (Computer Science), Olsen algorithms, and on applications. Applications will satisfies the requirement that a math minor take (Studio Art) be selected from a range of areas, such as produc- 205, but does not count as one of the five units. A Affiliated Faculty: Anderson (Computer Science), tion, inventory, scheduling, investment, transpor- student who plans to add the mathematics minor Berman, (Art History), McGibbon (Studio Art), tation, and distribution. to a major in another field should consult a faculty Mekuria (Studio Art), Metaxas (Computer Science), advisor in mathematics. Prerequisite: 302 Skoller (Cinema and Media Studies) Distribution: Mathematical Modeling Semester: Spring Unit: 1.0 The Departments of Art and Computer Science Honors offer an interdepartmental major in media arts MATH 350 Research or Individual Study The department offers the following options for and sciences that explores the artistic, cultural, Prerequisite: Open to juniors and seniors by permission. earning honors in the major field: (1) completion and scientific applications of new media technolo- Distribution: None of 302, 305, and four other 300-level courses, and gies. The program focuses on media production Semester: Fall, Spring Unit: 1.0 two written comprehensive examinations or (2) that balances artistic sensibility with analytical two semesters of thesis work (360 and 370). An reasoning within the rich tradition of the liberal MATH 360 Senior Thesis Research oral examination is required for both programs. arts environment. Areas of study include: digital Prerequisite: By permission of department. See Academic To be admitted to the honors program, a student imaging and design; Web-connected database Distinctions. must have a grade point average of at least 3.5 in architectures; three-dimensional visualization Distribution: None and modeling; digital composition in audio/ Semester: Fall, Spring Unit: 1.0 all work in the major field above the 100-level; the department may petition on her behalf if her GPA video; analog and digital print and photographic processes; computer graphics and animation; MATH 370 Senior Thesis in the major is between 3.0 and 3.5. See Academic Distinctions. human-computer interaction; and programming Prerequisite: 360 and permission of department. for networked environments. Distribution: None Semester: Fall, Spring Unit: 1.0 Teacher Certifcation Goals for the Major The Media Arts and Sciences major provides a Requirements for the Major Students interested in teaching mathematics at the well-rounded understanding in both areas sup- secondary-school level should consult the chair porting it: art and computer science. Graduates of Students majoring in mathematics must complete of the mathematics department and the chair of the program are expected to be able to analyze and MATH 115 and one of 116/120 (or the equiva- the education department. Students interested in produce multimedia applications that are both lent) and at least eight units of 200-level and taking the actuarial science examinations should visually and functionally competent. They are also 300-level courses. These eight units must include consult the chair of the mathematics department. expected to be aware of the historical and contem- 205, 206, 302, 305, and two additional 300-level porary trends that drive the creative application courses. Credit for PHYS 216 satisfies the require- Placement in Courses and of digital media in our society. Importantly, they ment that a mathematics major take 205, but does are expected to be critical thinkers of the use of not count as one of the units of 200-level and Exemption Examinations digital media and their infuence on the society. 300-level courses toward the major. The mathematics department reviews elections In the process, they are expected to have achieved Students expecting to major in mathematics of calculus students and places them in MATH competence in art theory, multimedia design and should complete the prerequisites for 302 and 305 115, 116, 120, or 205 according to their previous use of technological tools. before the junior year. Students may wish to con- courses and summer placement results. See the sult the chair of the Department of Mathematics descriptions for these courses. If there is a question MAS 250 Research or Individual Study or their current mathematics instructor in decid- about placement, the department recommends Prerequisite: Open to all students by permission. ing when to take 302 and 305. Independent study that the student attend the course in which she Distribution: None units (MATH 350, 360, 370) may not count is placed and contact the sectioning coordinator Semester: Fall, Spring Unit: 1.0 as one of the 300-level courses required for the (contact information in Science Center 361) to major. discuss her placement. No special examination is MAS 250H Research or Individual Study necessary for placement in an advanced course. Majors are also required to present one classroom Prerequisite: Open to all students by permission. See the department web page www.wellesley.edu/ Distribution: None talk in either their junior or senior year, usually in Math/coursework_curriculum_calc.html for more Semester: Fall, Spring Unit: 0.5 one of the courses specially designated as fulfilling information. this requirement. (See course listings with “Majors MAS 350 Research or Individual Study can fulfill the major presentation requirement in Students may receive course credit towards gradu- Prerequisites: Open to juniors and seniors by permission this course.”) In addition, a limited number of ation through the AP tests in mathematics and the IB Higher Level mathematics exam. Students Distribution: None students may be able to fulfill the presentation Semester: Fall, Spring Unit: 1.0 requirement in other courses, with permission of with scores of 4 or 5 on the AB Examination or the instructor. This requirement can also be satis- an AB-subscore of 4 or 5 on the BC Examination, MAS 350H Research or Individual Study fied by a presentation in the Student Seminar. or a score of 5, 6, or 7 on the IB Higher Level mathematics exam receive one unit of credit Prerequisites: Open to juniors and seniors by permission Students expecting to do graduate work in Distribution: None (equivalent to 115) and are eligible for 116 or Semester: Fall, Spring Unit: 0.5 mathematics should elect 302, 305, and at least 120. Those entering with scores of 4 or 5 on the four other 300-level courses, possibly including a BC Examination receive two units (equivalent MAS 360 Senior Thesis Research graduate course at MIT. See the department Web to 115 and 116/120) and are eligible for 205. page for course suggestions: www.wellesley.edu/ Prerequisites: By permission of department. See Academic Students with a 5 on the AP examination in Distinctions Math/coursework_prepgrad.html. They are also statistics receive one unit of credit (equivalent to advised to acquire a reading knowledge of one or Distribution: None 101). Neither AP credits nor IB credits may count Semester: Fall, Spring Unit: 1.0 more of the following languages: French, German, toward the major or minor. or Russian. MAS 370 Senior Thesis Transfer Credit Prerequisites: 360 Requirements for the Minor Distribution: None Students are encouraged to elect MIT courses that Semester: Fall, Spring Unit: 1.0 The mathematics minor is recommended for are not offered by the Wellesley College math- students whose primary interests lie elsewhere ematics department. but who wish to take a substantial amount of mathematics beyond calculus. Option I (five

145 Media Arts and Sciences Approved Courses CAMS 335/ARTS 365 Advanced Video MIT Courses Production The MIT Media Lab and the MIT Comparative Students majoring in Media Arts and Sciences Media Studies Program offer a large variety of are required to take at least 12 courses. Three of CAMS 338/ARTS 308 Photography III courses that may be appropriate for a media arts them are introductory and at least six are core. At CS 111 Computer Programming and Problem and sciences major. These offerings vary per semes- least two of them must be at the 300 level. The Solving ter; please consult the MIT catalog at student. following sections have specific information about mit.edu/catalog/mMASa.html and student.mit. CS 215 courses that can count towards the major. Multimedia Design and Programming edu/catalog/mCMSa.html. In addition, the MIT Introductory Required Courses CS 220 Human-Computer Interaction Undergraduate Research Opportunities Program Students majoring in Media Arts and Sciences are CS 230 Data Structures (UROP) offers opportunities for students to par- required to take three introductory courses, one ticipate in research with MIT faculty. The Media in art history or cinema and media studies, one CS 231 Fundamental Algorithms Lab faculty often offer research opportunities that in computer science and one in studio art. The CS 242 Computer Networks are appropriate for a media arts and science major. approved courses are listed below. Research opportunities vary per semester, please CS 304 Databases with Web Interfaces check the MIT UROP web page for information: ARTH 101 Introduction to the History of Art CS 307 Computer Graphics http://web.mit.edu/urop/students/howto.html. Part II: Renaissance to the Present CS 315 Web Search and Mining Olin Courses CAMS 101 Introduction to Cinema and Media The Olin College of Engineering offers the follow- Studies CS 320 Tangible User Interfaces ing courses that may be appropriate for a media ARTS 105 Drawing I MUS 275 Computer Music: Synthesis Techniques arts and sciences major. and Compositional Practice ARTS 108/CAMS 138 Photography I ENGR 2250 User-Oriented Collaborative Design Media Culture Courses Recommended ARTS 109 Basic Two-Dimensional Design for the Major Requirements for the Major ARTS 165/CAMS 135 Introduction to Video It is recommended that students majoring in Production Media Arts and Sciences take least one media A major in Media Arts and Sciences requires CAMS 138/ARTS 108 Photography I culture course from the ones listed below. 12 units of course work, at least eight of which must be above the 100 level and at least two of CAMS 135/ARTS 165 Introduction to Video ARTH 225 Modern Art Since 1945 which must be at the 300 level. No more than Production ARTH 226/CAMS 207 History of Photography: one can be 350 or 360. In particular, to major CS 110 Computer Science and the Internet From Invention to Media Age in Media Arts and Sciences a student must take three required introductory courses, one each from ARTH 364 CS 114 The Socio-Techno Web Women Filmmakers: History and studio art, art history and computer science and Theory of Subversion Core Courses Required for the Major at least three required art/music core courses and at Students majoring in Media Arts and Sciences ARTH 391/CAMS 341 Persuasive Images least three required computer science core courses. are required to take at least three art/music core CAMS 200 Thinking Through Cinema: Film and The approved courses are listed in the labeled sec- courses and at least three computer science core Media Theory tions above. courses from the following core courses. There is Flexibility has been built into the major to allow CAMS 207/ARTH 226 History of Photography: fexibility for a student to declare a concentration students to adapt their course of study to their From Invention to Media Age in Media Arts by adding two more art/music interests, choosing an optional concentration core courses, or in Media Sciences by adding two CAMS 222 Gimme Some Truth? Documentary either in Media Arts by adding two more art/ more computer science core courses. The approved Film and Media music core courses, or in Media Sciences by add- core courses are listed below. CAMS 341/ARTH 391 Persuasive Images ing two more computer science core courses. ARTS 208/CAMS 238 Photography II Majors are also encouraged to take at least one For Credit Toward the Major approved media culture course and an advanced ARTS 219 or ARTS 220 Printmaking (with The courses listed below are representative of other media production course (e.g., a MAS individual permission of the program directors) Wellesley and MIT courses that emphasize topics study). In addition to other courses at Wellesley, related to the Media Arts and Sciences major. ARTS 221/CAMS 239 Digital Imaging students can take approved courses at the MIT’s Students may include courses not listed below Media Lab and Comparative Media Studies ARTS 255 Dynamic Interface Design in their major with permission of the program program or at Olin College of Engineering. A ARTS 260/CAMS 230 Moving Image Studio directors. Frequently Asked Questions (FAQ) section can be found at the program’s Web site: www.wellesley. ARTS 265/CAMS 235 Intermediate Video ANTH 232/CAMS 232 Anthropology of the edu/MAS/ along with a spreadsheet to help Production/The Documentary Form Media students plan their major. For more information ARTS 308/CAMS 338 Photography III CAMS 221 Cinema: Art and Theory students should contact the program directors. ARTS 313 Virtual Form CAMS 234/ENG 204 The Art of Screenwriting ARTS 317 Seminar. Topics in the Visual Arts CS 116/PHYS 116 Robotic Design Studio Honors (with permission of the program directors) CS 342 Computer Security The Media Arts and Sciences thesis offers a year-long opportunity to develop independent ARTS 321 Advanced New Media (with ENG 204/CAMS 234 The Art of Screenwriting permission of the program directors) research and production with honors. Students PHIL 203 Philosophy of Art interested in proposing a thesis must have a ARTS 322 Advanced Print Concepts (with PHYS 116/CS 116 Robotic Design Studio minimum 3.5 GPA in the major, and the support permission of the program directors) of a faculty advisor in the art or computer sci- ARTS 365/CAMS 335 Advanced Video NEUR 320 Vision and Art: Physics, Physiology, ence departments. Normally, the honors process Production Perception, and Practice with Laboratory needs to obey the guidelines of the corresponding department (art or computer science). An interde- CAMS 230/ARTS 260 Moving Image Studio POL1 316 Mass Media in American Democracy partmental review will occur at the end of the fall CAMS 235/ARTS 265 Intermediate Video SOC 231 The Sociology of Art, Media, and semester, to determine whether the student should Production/The Documentary Form Culture—Comparative Perspectives continue her project as a 370 in the spring and CAMS 238/ARTS 208 Photography II convey its decision to the student by December 18. In a case where it is recommended that the CAMS 239/ARTS 221 Digital Imaging senior thesis not be continued into the second

146 Media Arts and Sciences semester, a student would receive credit for 360 as romantic love and betrayal, make up one of work on the completion of a schedule of work Medieval/Renaissance the most infuential and enduring mythologies previously agreed to between the thesis advisor in European culture. This course will examine and the student. Studies literary interpretations of the Arthurian legend, in history, epic, and romance, from the sixth century The thesis proposal should be discussed with the AN INTERDEPARTMENTAL MAJOR primary faculty advisor during the spring prior through the sixteenth. We will also consider some to senior year. Proposals for thesis projects must Director: Ramseyer (History) later examples of Arthuriana, on page and movie be submitted in writing, detailing the scope for Advisory Committee: Carroll (Art), Elkins screen, in the Victorian and modern periods. the project, research methodology, project time- (Religion), Lynch (English), Vega (Spanish) Students may register for either ME/R 247 or ENG 2476 and credit will be granted accordingly. line, and must be accompanied by an electronic The major in Medieval/Renaissance Studies Prerequisite: None portfolio of at least four Media Arts and Sciences/ enables students to explore the richness and Studio Art projects. Proposals are due on August Distribution: Language and Literature variety of European and Mediterranean civiliza- Semester: N/O Unit: 1.0 25 before the beginning of the student’s senior tion from later Greco-Roman times through the year. (For students wanting to graduate in the fall, Renaissance and Reformation, as refected in art, ME/R 249/ENG 249 Writing Medieval Gender contact the program directors for adjusted dates.) history, literature, music, and religion. It has a in England strong interdisciplinary emphasis; we encour- Sergi (English) Advanced Placement Policy age students to make connections between the This course will mine the earliest beginnings of approaches and subject matters in the different Students may receive a maximum of one unit of English literary history for new answers about fields that make up the major. At the same time, college credit for a score of 5 on the Computer how gender constructions have been and can the requirements for the major encourage special Science A or AB AP Exam. This unit can count be fuid, rigid, oppressive, or liberating. We’ll competence in at least one field. towards the Media Arts and Sciences major. find that though nearly all early English scribes Goals for the Major identified as male (if they identified themselves at all), we can still perceive the voices, bodies, and The Medieval/Renaissance major seeks to develop experiences of authors and subjects who identified the following areas of knowledge and skills in its as women, men, girls, boys, or none of these, or majors: who moved from one gender identity to others, ••An acquaintance with the richness and variety or who remained somewhere in between. We’ll of European and Mediterranean civilization supplement our Old and Middle English readings from the later Greco-Roman times through the (most of them in translation) with short, acces- Renaissance and Reformation (c. 300–1600 sible samples from modern theoretical writing C.E.), as refected in art, history, literature, on gender, sexuality, and queerness. Students may music, and religion register for either ME/R 249 or ENG 249 and credit ••The opportunity to work across disciplines and will be granted accordingly. make connections between the approaches and Prerequisite: None subject matters in the different fields that make Distribution: Language and Literature up the major Semester: Spring Unit: 1.0 ••An in-depth understanding and special compe- ME/R 275/ITAS 275 Between Transcendence tence in at least one area of humanistic study and Transgression: Desire from Dante to during the period Milton ••The ability to analyze and critique primary and Southerden (Italian Studies) secondary source material in a variety of human- This course takes as its focus the discourses of istic disciplines desire informing some of the major works of ••The ability to express ideas clearly and cogently English and Italian literature from the Middle in both written and spoken language, and to Ages to the seventeenth century. Through an conduct original research exploration of the themes of transcendence and transgression in Dante, Petrarch, Boccaccio, Chaucer, Shakespeare, Ariosto, and Milton, ME/R 246/ENG 246 Monsters, Villains, students will analyze the dynamics of desire and Wives (whether sexual, psychological or textual) that NOT OFFERED IN 2011-12. This course will open up exciting vistas on the tensions between select its monsters, villains, and wives from early human and divine love, excess and control, lack English, French, and Anglo-Norman literature, and fulfillment, suffering and joy. The roles of ranging from the giant Grendel (and his mother) transcendence and transgression will also be con- in Beowulf to the arch-villain Ganelon in The Song sidered in the relationship each author entertains of Roland, from Guinevere to the wife of the enig- with his or her literary models and predecessors to matic Green Man in Sir Gawain and the Green see how desire shapes a dialogue across geographi- Knight. We will finish by considering the survival cal and temporal boundaries. Students may register of the magical villain in a modern-day fantasy for either ME/R 275 or ITAS 275 and credit will be classic like the medievalist J.R.R. Tolkien‘s Hobbit, granted accordingly. or a volume in his Lord of the Rings trilogy, and Prerequisite: None in John Gardner’s recasting of the Beowulf story, Distribution: Language and Literature Grendel. Students may register for either ME/R 246 Semester: Spring Unit: 1.0 or ENG 246 and credit will be granted accordingly. Prerequisite: None ME/R 344 Tales of Love Distribution: Language and Literature NOT OFFERED IN 2011-12. Love becomes a Semester: N/O Unit: 1.0 central subject of literature in the Middle Ages and remains so in our own time. This course ME/R 247/ENG 247 Arthurian Legends explores some canonic medieval tales of love and Wall-Randell (English) selected Renaissance dramatizations of the power NOT OFFERED IN 2011-12. The legends of of passion. Topics range from Tristan and Iseult’s King Arthur and the knights of the Round Table, transgressive love to the ill-fated wartime infatua- with their themes of chivalry, magic, friendship, tion of Troilus and Criseyde. war, adventure, corruption, and nostalgia, as well

147 Medieval/Renaissance Studies Prerequisite: Open to juniors and seniors or by permission ENG 315 SPAN 252 of the instructor. Preference given to Medieval/Renaissance Advanced Studies in Medieval Christians, Jews, and Moslems: The Studies majors. Literature. Spirit of Spain in Its Literature Distribution: Language and Literature ENG 324 Advanced Studies in Shakespeare. SPAN 300 Seminar. Honor, Monarchy, and Semester: N/O Unit: 1.0 ENG 325 Advanced Studies in Sixteenth- and Religion in Golden Age Drama ME/R 350 Research or Individual Study Seventeenth-Century Literature. SPAN 302 Seminar. Cervantes Prerequisite: Open by permission to juniors and seniors. ENG 387 Authors. SPAN 307 Seminar. The Clothed and the Naked Distribution: None in Colonial Latin America Semester: Fall, Spring Unit: 1.0 FREN 224 Versailles and the Age of Louis XIV SPAN 318 FREN 301 Books and Voices in Renaissance Seminar. Love and Desire in Spain’s ME/R 360 Senior Thesis Research France Early Literature Prerequisite: By permission of the directors of the Medieval/ SPAN 325 FREN 333 French Classical Tragedy: Corneille Seminar. Candid Cuisine: Food in Renaissance Studies program. See Directions for Election and Latin American Literature and Culture Academic Distinctions. Versus Racine: Rethinking the Parallel Distribution: None WRIT 125/ARTH 100 Introduction to the Semester: Fall, Spring Unit: 1.0 HIST 208 Society and Culture in Medieval Europe History of Art Part I: Ancient and Medieval Art WRIT 125/ARTH 101 ME/R 370 Senior Thesis HIST 209 The British Isles: From Roses to Introduction to the History of Art Part II: Renaissance to the Present Prerequisite: 360 and permission of department. Revolution Distribution: None Semester: Fall, Spring Unit: 1.0 HIST 213 Conquest and Crusade in the Medieval Mediterranean Requirements for the Major HIST 214 Medieval Italy Students entering Wellesley in the fall of 2010 Courses for Credit Toward or later must take at least nine units of course the Major HIST 219 The Jews of Spain and the Lands of work from the preceding list. Of these, at least Islam four must be above the 100 level in an area of ARTH 100 Introduction to the History of Art HIST 222 The Barbarian Kingdoms of Early concentration—a single department, a geographi- Part I: Ancient and Medieval Art Medieval Europe cal location, a topic or theme. ARTH 100/WRIT 125 Introduction to the HIST 227 The Renaissance in Italy and Northern Students who entered Wellesley prior to fall of History of Art Part I: Ancient and Medieval Art Europe 2010 must take at least eight units of course work from the preceding course listings. Of these, at ARTH 101 Introduction to the History of Art HIST 232 The Transformation of the Western least four must be above the 100 level in an area of Part II: Renaissance to the Present World: Europe from 1300–1815 concentration—a single department, a geographi- ARTH 101/WRIT 125 Introduction to the HIST 246 Vikings, Icons, and Mongols cal location, a topic or theme. History of Art Part II: Renaissance to the Present HIST 279/379 Heresy and Popular Religion in A major in Medieval/Renaissance Studies will ARTH 201 Medieval Art and Architecture the Middle Ages normally select her major advisor from the depart- ment or area in which she is concentrating. Two ARTH 202 Byzantine Art and Architecture HIST 307 Seminar. Religious Change and units of course work must be at the 300 level, and ARTH 218 From Van Eyck to Bruegel: Painting the Emergence of Modernity in Early Modern under normal circumstances, both of these courses in the Netherlands in the Fifteenth and Sixteenth Europe, 1600–1800 must be taken at Wellesley College. Normally, Centuries HIST 330 Seminar. Revolution and Rebellion in credit/noncredit courses do not count for the ARTH 221 Seventeenth-Century Dutch and Twelfth-Century European Society major. Flemish Painting ITAS 263 Dante (in English) ARTH 244 Art, Patronage, and Society in ITAS 311 Theatre, Politics, and the Arts in Requirements for the Minor Sixteenth-Century Italy Renaissance Italy For a Medieval /Renaissance Studies minor, stu- ARTH 247 Islamic Art and Architecture ITAS 312 Rinascimento e Rinascimenti: Cultural dents must take at least five units of course work from the preceding course listings. Of these, at ARTH 251 Renaissance Italy Before and After the Identities in Fifteenth- and Sixteenth-Century Italy least one must be at the 300 level and no more Black Death than one may be at the 100 level. ARTH 267 Cross-Cultural Encounters in the MUS 200 History of Western Music I Medieval Mediterranean MUS 224/REL 224 Hildegard of Bingen Honors ARTH 299 History of the Book from PHIL 221 The History of Modern Philosophy The only route to honors in the major is writing Manuscript to Print PHIL 301 Spinoza a thesis and passing an oral examination. To be ARTH 344 Seminar. Topics in Islamic Art. admitted to the thesis program, a student must REL 109 Religions of the Silk Road ARTH 331 Seminar. The Art of Northern Europe. have a grade point average of at least 3.5 in all REL 215 Christian Spirituality work in the major field above the 100-level; the ARTH 332 Seminar. Topics in Medieval Art. REL 216 Christian Thought: 100–1600 department may petition on her behalf if her GPA ARTH 369 Seminar. Conservation Studies: in the major is between 3.0 and 3.5. See Academic The Materials and Techniques of Painting and REL 224/MUS 224 Hildegard of Bingen Distinctions. Sculpture REL 226 The Virgin Mary ENG 112 Introduction to Shakespeare REL 240 /CLCV 240 Romans, Jews, and Graduate Study and Careers ENG 213 Chaucer Christians in the Roman Empire Majors who are contemplating postgraduate academic or professional careers in this or related ENG 222 Renaissance Literature. REL 260 Islamic/ate Civilization fields should consult faculty advisors to plan a REL 261 Cities of the Islamic World ENG 223 Shakespeare Part I: The Elizabethan sequence of courses that will provide them with Period REL 262 The Formation of the Islamic Tradition a sound background in the language and critical ENG 224 Shakespeare Part II: The Jacobean REL 361 Seminar. Studying Islam and the techniques essential to further work in their cho- Period Middle East sen fields. We make every effort to accommodate individual interests and needs through inde- ENG 225 Seventeenth-Century Literature REL 364 Seminar. Sufism: Islamic Mysticism pendent study projects (350s and senior theses) ENG 227 Milton REL 367 Seminar. Muslim Travelers

148 Medieval/Renaissance Studies carried out under the supervision of one or more Middle Eastern Studies ARAB 201-202 Intermediate Arabic faculty members and designed to supplement, or Abdul-Aziz substitute for, advanced seminar-level work. AN INTERDEPARTMENTAL MAJOR AND A continuation of ARAB 101-102. The course takes students to a deeper and more complex MINOR Advanced Placement Policy level in the study of the Arabic language. While Director: Marlow A2 (Religion), Kapteijns (History) continuing to emphasize the organizing principles The Medieval/Renaissance Studies program does Assistant Professor: Aadnani of the language, the course also introduces stu- not accept AP credits to replace course work in dents to a variety of challenging texts, including the major. Visiting Lecturer: Abdul-Aziz extracts from newspaper articles, as well as literary Advisory Committee: Euben (Political Science), and religious materials. Students will be trained Transfer Credit Geller (Religion), Kapteijns (History), Malino to work with longer texts and to gain the neces- (History and Jewish Studies), Marlow A2 (Religion), sary communicative skills to prepare them for Under normal circumstances, no more than two Tohme (Art) advanced-level Arabic. Each semester earns 1.0 unit courses taken outside of Wellesley College will be of credit; however, both semesters must be completed counted toward the major. The major in Middle Eastern Studies is designed to acquaint students with the many facets of satisfactorily to receive credit for either course. Middle Eastern civilizations through an interdis- Prerequisite: 101-102 or permission of the instructor. Study Abroad ciplinary study of the languages, literatures, histo- Distribution: One unit of Language and Literature for 202 Semester: Fall, Spring Unit: 1.0 There are numerous opportunities for study ries, religions, arts, social and political institutions, and cultural patterns of the region known as abroad for those who wish to broaden their experi- ARAB 210 Arabic Literature in Translation the Middle East. Study of Middle Eastern com- ence and supplement their research skills through (in English) munities living in diaspora may also be counted direct contact with European and Mediterranean Aadnani towards the major. culture. Up to three courses in accredited pro- NOT OFFERED IN 2011-12. Exploration of grams abroad may be counted toward the major. The Middle Eastern Studies program offers both a some highly infuential works of literature trans- By participating in the Collegium Musicum, major and a minor. lated from Arabic. Students will have a chance students can learn to perform Medieval and Goals for the Major to delve into literary works composed by authors Renaissance music; see the departmental entry from a large geographical area, extending from for Music. ••Introduce students to the histories, ecologies, social, political and cultural systems, and reli- Morocco to the Middle East, from the turn of the gious traditions and communities of the Middle nineteenth century to the present day. Our study East and North Africa of modern and contemporary Arabic literature will focus on a number of recurring themes, ••Provide the necessary linguistic skills and meth- such as cultural and national identity, colonial- odological tools to pursue advanced and more ism, religion, gender relations, and class confict. specialized study Authors to be discussed include Naguib Mahfouz, ••Provide depth of study in a particular subfield or Abdelrahman Munif, Ahlam Mosteghanemi, Leila area (examples include modern Arabic literature; Abouzeid, Tahir Wattar, Mohammed Zafzaf, and art and architecture of the Middle East; literature Yusuf Idris. and film; Islamic Studies; history of religion in Prerequisite: None the Middle East; the Middle East in the twen- Distribution: Language and Literature tieth century; North African Studies; Iranian Semester: N/O Unit: 1.0 Studies; women and gender in the Middle East) ARAB 250 Research or Individual Study ••Refine the skills required in each of the contrib- uting departments (Anthropology, Art, History, Prerequisite: 201-202 or equivalent and permission of the instructor. Political Science, Religion), including: Distribution: None ••The abilities to formulate and test ideas and Semester: Fall, Spring Unit: 1.0 hypotheses ARAB 250H Research or Individual Study ••Adduce and evaluate evidence of various kinds Prerequisite: 201-202 or equivalent and permission of the ••Identify, summarize and criticize arguments instructor. in primary and secondary textual and other Distribution: None materials Semester: Fall, Spring Unit: 0.5 ••Write with clarity and precision. ARAB 301 Advanced Arabic I Aadnani ARAB 101-102 Elementary Arabic Continuation of ARAB 201-202. Involving fur- Aadnani ther development of students’ skills in listening, An introduction to the Arabic language. The speaking, reading and writing, this course exposes course takes a comprehensive approach to lan- students to a variety of authentic Arabic materials, guage learning and emphasizes the four skills including print and online sources, incorporating of listening, speaking, reading, and writing. MSA and diglossia. Focus on enhanced communi- Students are introduced to the principles of gram- cation skills in Arabic and attention to the use of mar, taught how to read and write in the Arabic language in its socio-cultural context. Appropriate alphabet, and trained in the basics of everyday for students who have completed ARAB 201-202 conversation. Through the use of a variety of writ- at Wellesley or the equivalent in summer courses ten, video and audio materials, as well as other or study abroad programs. resources made available through the Web, the Prerequisite: 201-202 or permission of the instructor. course emphasizes authentic materials and stresses Distribution: Language and Literature the active participation of students in the learning Semester: Fall Unit: 1.0 process. Each semester earns 1.0 unit of credit; how- ever, both semesters must be completed satisfactorily ARAB 302 Advanced Arabic II to receive credit for either course. Aadnani Prerequisite: None NOT OFFERED IN 2011-12. Continuation of Distribution: None ARAB 301. Further development of all linguistic Semester: Fall, Spring Unit: 1.0 skills with special attention to reading, writ- ing, and discussion. The course also introduces

149 Middle Eastern Studies students to modern Arabic literature. Focus on ARAB 310/MES 310 Resistance and Dissent in MES 250H Research or Individual Study enhanced communication skills in Arabic and North Africa and the Middle East Prerequisite: Open to sophomores by permission of the attention to the use of language in its socio- Aadnani instructor. cultural context. Appropriate for students who An exploration of themes of resistance and dissent Distribution: None have completed ARAB 301 at Wellesley or the in the literatures and cultures of North Africa Semester: Fall, Spring Unit: 0.5 equivalent in summer courses or study abroad and the Middle East since the early 1980s. Topics programs. include the rise of democratic movements, such MES 310/ARAB 310 Resistance and Dissent in Prerequisite: 301 or permission of the instructor. as political parties, associations and NGOs; the North Africa and the Middle East (in English) Distribution: Language and Literature role and importance of Islam to the identity of Aadnani Semester: N/O Unit: 1.0 contemporary nation states in the region; the An exploration of themes of resistance and dissent status of women and minorities in the ideologies in the literatures and cultures of North Africa ARAB 304 Advanced Contemporary Media of the movements under study; and the status and and the Middle East since the early 1980s. Topics Arabic implications of dissent. Materials studied include include the rise of democratic movements, such NOT OFFERED IN 2011-12. An exploration works of fiction and nonfiction, films, speeches, as political parties, associations and NGOs; the of contemporary standard Arabic as used in song lyrics, and online publications. MES 310 role and importance of Islam to the identity of audiovisual, Web-based and print media, includ- is taught in English. Students who wish to take the contemporary nation states in the region; the ing newspapers, magazines, Web sites, audiovisual course for credit in Advanced Arabic should enroll in status of women and minorities in the ideologies commentaries, news reports, forums and popular ARAB 310, having taken ARAB 301 or its equiva- of the movements under study; and the status and television programs. Authentic Arabic press lent first. For these students, assignments will be in implications of dissent. Materials studied include reports, current news broadcasts and other read- Arabic according to their levels of proficiency, and an works of fiction and nonfiction, films, speeches, ing or listening materials will provide a basis for additional weekly meeting will be held. song lyrics, and online publications. MES 310 is taught in English. Students who wish to take the discussion and debate in class. Focus on strength- Prerequisite: Open to students who have taken at least one ening listening and speaking skills, and developing course in Middle Eastern studies, and to juniors and seniors course for credit in Advanced Arabic should enroll in the ability to express and support various opinions by permission of the instructor. ARAB 310. For these students, assignments will be in on political, cultural and other issues in contem- Distribution: Social and Behavioral Analysis or Language Arabic according to their levels of proficiency, and an porary Arab societies. and Literature additional weekly meeting will be held. Semester: Spring Unit: 1.0 Prerequisite: 201-202 or permission of the instructor. Not Prerequisite: Open to students who have taken at least one open to students who have taken this course as ARAB 301. course in Middle Eastern studies, and to juniors and seniors Distribution: Language and Literature ARAB 350 Research or Individual Study by permission of the instructor. Semester: N/O Unit: 1.0 Prerequisite: Open to juniors and seniors by permission of Distribution: Social and Behavioral Analysis or Language the instructor. and Literature ARAB 305 Arabic Translation Workshop Distribution: None Semester: Spring Unit: 1.0 Marlow Semester: Fall, Spring Unit: 1.0 MES 350 Research or Individual Study NOT OFFERED IN 2011-12. Study of the tech- ARAB 350H Research or Individual Study niques and problems involved in translating from Prerequisite: Open to juniors and seniors by permission of Arabic into English. Although the focus will be Prerequisite: Open to juniors and seniors by permission of the instructor. the instructor. Distribution: None on text-to-text translation of short stories, poems Distribution: None Semester: Fall, Spring Unit: 1.0 and other types of literary texts, students will also Semester: Fall, Spring Unit: 0.5 experiment with speech-to-speech translation, MES 350H Research or Individual Study text-to-speech translation, and speech-to-text MES 218/318 / CPLT 218/318 Literary Voices Prerequisite: Open to juniors and seniors by permission of translation. The aim of these varied activities is to of the Pre-Modern Middle East (in English) the instructor. help students acquire a deeper understanding of Marlow Distribution: None the Arabic language and to further their proficien- NOT OFFERED IN 2011-12. Exploration of Semester: Fall, Spring Unit: 0.5 cy in the four linguistic skills: reading, writing, selected writings from the rich literary traditions speaking and listening. Students will also discuss in Arabic and Persian, from the eighth to the MES 360 Senior Thesis Research a range of methods and options for tackling and fifteenth centuries. Readings (in English transla- Prerequisite: By permission of department. See Academic translating challenging linguistic formulations and tion) include stories and historical accounts, Distinctions. transferring meaning from the original context to Distribution: None short and long narratives, lyric and other forms Semester: Fall, Spring Unit: 1.0 the English-speaking context. of poetry, biographies and autobiographies; from Prerequisite: 201-202 or permission of the instructor. the Thousand and One Nights and works of Jahiz, MES 370 Senior Thesis Distribution: Language and Literature Tabari, Ibn al-Farid, Ferdowsi, Omar Khayyam, Semester: N/O Unit: 1.0 Prerequisite: 360 and permission of department. Jalal al-Din Rumi, Hafez and others. Materials Distribution: None will be read with attention to historical context Semester: Fall, Spring Unit: 1.0 ARAB 307 Readings in Classical Arabic and in conjunction with modern literary studies. Literature Attention to the distinctiveness of the Arabic and Marlow Persian literatures and the interactions between Courses for Credit Toward NOT OFFERED IN 2011-12. Close readings them; structure and meaning, authorial personae, the Major and study of selected prose and verse from the rich voice; relationships among authors, patrons and Courses with an asterisk (*) also require the repertoire of Classical Arabic literature. Readings broader audiences; literary theory and genre, oral permission of the instructor if the course is to be will be selected in part in response to the interests and written literary expression. This course may be counted for Middle Eastern studies. of students enrolled in the course, but are likely taken as either 218 or, with additional assignments, to include some of the following: readings from 318; the latter option is intended especially for stu- sacred texts and the traditional scholarly tradi- ANTH 344 The Middle East: Anthropological dents proficient in Arabic or Persian. Students may Perspectives tions, mystical and philosophical writings, histo- register for either MES 218/318 or CPLT 218/318 riographical and geographical writings, collections and credit will be granted accordingly. ARTH 202 Byzantine Art and Architecture of stories, travellers’ accounts, letters and diaries, Prerequisite: 218 open to all students; 318 by permission of ARTH 203 Near Eastern Art and Architecture and various kinds of poetry. All readings will be in the instructor. Arabic, with discussion and written assignments Distribution: Language and Literature ARTH 227 Islamic Architecture in the Age of the mostly in English. Semester: N/O Unit: 1.0 Caliphates Prerequisite: 201-202 or permission of the instructor. ARTH 241 Egyptian Art and Archaeology Distribution: Language and Literature MES 250 Research or Individual Study Semester: N/O Unit: 1.0 ARTH 247 Islamic Art and Architecture Prerequisite: Open to sophomores by permission of the instructor. ARTH 267 Cross-Cultural Encounters in the Distribution: None Medieval Mediterranean Semester: Fall, Spring Unit: 1.0

150 Middle Eastern Studies [ARTH 268* Art, Architecture, and Pilgrimage in Requirements for the Major Department of Music the Medieval World] The major in Middle Eastern Studies requires nine ARTH 344 Seminar. Topics in Islamic Art units. Students must demonstrate proficiency in Professor: Brody (Co-chair), Fisk (Co-chair) A2 HEBR 201-202 Intermediate Hebrew Arabic (equivalent to at least two semesters at the Associate Professor: Fontijn second-year level). No credit toward the major Assistant Professor: Barzel, Bhogal, J. Johnson HIST 219 The Jews of Spain and the Lands of is given for the first year of language study. In Islam certain cases, another Middle Eastern language Director of the Music Performance Program: Dry A1 [HIST 266 The Struggle over North Africa, 1800 (for example, Persian, Turkish, Hebrew) may to the Present] be substituted for Arabic. The substitution of a Ensemble Directors: language other than Arabic for the major requires Brandeis-Wellesley Orchestra: Hampton HIST 284 The Middle East in Modern History the approval of the advisory committee. A student Chamber Music Society: Russell, Tang HIST 290 Morocco: History and Culture who wishes to substitute a language other than Collegium Musicum: Zajac (Wintersession in Morocco) Arabic should consult her advisor and, with her Evelyn Barry Director of Choral Programs: advisor’s approval, submit a written request to the Graham HIST 293 Changing Gender Constructions in director. If the request is approved, one year of Wellesley BlueJazz: Miller the Modern Middle East Arabic study will still be required for the major Yanvalou: Washington HIST 367* Seminar. Jewish Identities in the in almost all cases. For students who are exempt Instructors in Performing Music: Modern World from the language requirement, nine units are Piano: Hodgkinson, Shapiro, Tang, Akahori HIST 369 Seminar. History, Identity and Civil still necessary for the completion of the major. Jazz Piano: D. Johnson War in the Sudan Students are required to concentrate in some area Voice: Dry, Fuller, Matthews, Sheehan or aspect of Middle Eastern Studies (for example, Adams POL2 217 Politics of the Middle East and North Vocal Jazz: Arabic language and literature; religion; the pre- Bossert, van Dongen Africa Violin: modern Middle East; the modern Middle East; Baroque Violin: Starkman POL2 358 Political Confict in the Middle East religion and politics in the Middle East) by taking Jazz Violin: Zeitlin four courses above the 100 level, including at least POL2 301S Seminar. Gender, Islam and Politics Viola: Bossert, van Dongen two at the 300 level, one of which must be a semi- Violoncello: Russell, Thornblade POL4 346 Comparative Political Theory: nar. At least two courses should be taken in each Double Bass: Henry Encountering Islamist Political Thought of the Departments of History and Religion. As Flute: Boyd, Stumpf REL 104 Study of the Hebrew Bible/Old long as they have secured the program’s approval, Baroque Flute: Stumpf Testament students may apply two courses taken away from Jazz Flute: Martin Wellesley to the major. In exceptional cases, Oboe: Harrison REL 105 Study of the New Testament students who wish to count an additional course Clarinet: Matasy REL 109 Religions of the Silk Road taken away from Wellesley to their majors may, Bassoon: McGinnis after consultation with their advisors, submit a Jazz Saxophone: Miller REL 240 /CLCV 240 Romans, Jews, and request for approval to the director. For the minor, Christians in the Roman Empire Jazz Percussion: Langone only one course taken away from Wellesley may French Horn: Aldrich [REL 242 Introduction to Rabbinic Literature] be counted. Percussion: McNutt REL 243 Women in the Biblical World Majors devise their own programs of study in Trumpet: Russian consultation with an appropriate faculty member Jazz Trumpet: Hopkins REL 244 Jerusalem: The Holy City from the student’s area of concentration. Courses Trombone: Couture REL 260 Islamic/ate Civilizations with an asterisk (*) also require the permission of Organ: Christie the instructor if the course is to be counted for Harp: Zdorovetchi REL 261 Cities of the Islamic World Middle Eastern studies. Guitar and Lute: Collver-Jacobson REL 262 The Formation of the Islamic Tradition In addition to Wellesley courses, students are Harpsichord and Continuo: Cleverdon REL 263 Islam in the Modern World encouraged to take relevant courses at Brandeis Viola da Gamba: Jeppesen Recorder and Early Winds: Zajac REL 269 Religion and Culture in Iran University, Olin College, and MIT. These courses must be approved toward the major, in advance, African Diaspora Drumming: Washington REL 342 Seminar. Archaeology of the Biblical by the corresponding department at Wellesley. Performance Workshop: Fisk World Accompanists: Akahori, Talroze, Tang REL 361 Seminar. Studying Islam and the Middle Requirements for the Minor The Music Department offers both a highly East regarded academic program and a wide range of A minor in Middle Eastern Studies consists of five outstanding performance activities, providing REL 364 Seminar. Sufism: Islamic Mysticism units, of which at least one should be at the 300 an ideal environment for students who seek to REL 367 Seminar. Muslim Travelers level (excluding 350). Units must be taken in at combine serious musical study with a traditional least two departments; only one course at the 100 liberal arts curriculum. For those who wish to REL 368 Seminar. Topics in the Study of Islam level can be counted towards the minor. Second- undertake focused exploration of music history, and Islamic History. Topic for 2011-12: Islamic year Arabic may be counted towards the minor. theory, composition, ethnomusicology, or perfor- Law as Ideal and Practice in the Modern Middle mance practice, our academic curriculum includes East and North Africa Honors programs for a music major or music minor. For SPAN 252* Christians, Jews, and Moslems: The students who wish to expand their knowledge of Spirit of Spain in Its Literature The only route to honors in the major is writing music without making it a central focus of their a thesis and passing an oral examination. To be college education, numerous course offerings admitted to the thesis program, a student must require no special background. have a grade point average of at least 3.5 in all Goals for the Major work in the major field above the 100-level; the Advisory Committee may petition on her behalf if We continue to believe that our majors should her GPA in the major is between 3.0 and 3.5. See develop a substantial awareness of the history, Academic Distinctions. traditions, literature, aesthetics, and theoretical background of Western art music, understood within the broader context of world music prac- tices. They should be able to work closely with the materials of music: to be fuent in analyzing and interpreting both written and heard music, and to have sufficient keyboard fuency to decipher

151 Music musical scores in different vocal and instrumental students who can read music. While the focus is Middle Ages to the music of the mid-eighteenth styles. We also aim to cultivate their intellectual on the fundamentals of Western music (notation, century. The course offers a strong historical breadth through the study of a wide range of criti- rhythm, melody, scales, chords, formal plans), component and encourages the development of cal and analytical approaches to music, enabling listening examples will be drawn from a variety analytical skills. As we examine compositions in them to conduct individual research projects, of genres. The music theory placement test will many genres, we will pursue numerous avenues of and to develop competency in critical reading determine placement in MUS 101, 111 or 111X. inquiry, including close readings of verbal texts, and writing. Moreover, we strive to enhance their A musicianship lab supplements the three class evaluation of formal structures, harmonic analysis, knowledge and understanding of musical cultures meetings. May not be counted toward the major or assessment of melodic and rhythmic features, and different from their own, and to guide them in the minor. investigation of the broader circumstances that applying approaches deriving from the study of Prerequisite: None surround and inform musical creation. those less familiar cultures to more familiar musi- Distribution: Arts, Music, Theatre, Film, Video Prerequisite/Corequisite: 122/244 cal repertories. Semester: Fall, Spring Unit: 1.0 Distribution: Arts, Music, Theatre, Film, Video Semester: Fall Unit: 1.0 MUS 120 Jazz Theory MUS 99 Performing Music (without academic MUS 201 History of Western Music II credit) NOT OFFERED IN 2011-12. This class cov- Bhogal Staf ers the basics of jazz music theory: intervals, A continuation of the survey of Western music One half-hour private lesson per week. Students chords, scales, and simple harmonic analysis. It history begun in MUS 200, MUS 201 examines may register for 45-minute or hour-long lessons offers a hands-on experience that focuses on the the Classical and Romantic periods, as well as the for an additional fee. May be repeated without vocabulary of jazz, including issues of style, form, music of the past 100 years. limit. For further information, including fees, see rhythm, and improvisation. Performing Music: Private Instruction. See also Prerequisite: 111 or 111X Prerequisite/Corequisite: 122/244 Distribution: Arts, Music, Theatre, Film, Video MUS 199, 299, and 344. Distribution: Arts, Music, Theatre, Film, Video Semester: N/O Unit: 1.0 Semester: Spring Unit: 1.0 Prerequisite: 101, 111, 111X, or exemption by Music Theory Placement Test; audition required. MUS 209 A History of Jazz Distribution: None MUS 122 Harmonic Concepts in Tonal Music Semester: Fall, Spring Unit: None Tang, Brody Barzel Beginning with a comprehensive review of musi- In the 1910s, African American musicians in New MUS 101 Music of the Sphere cal terminology and basic materials, MUS 122 Orleans developed a new kind of dance music that Barzel, Bhogal explores the fundamentals of tonal harmony, took the art of improvisation to unprecedented Did you know that “hocketing patterns,” or voice-leading, phrasing, and form. Topics include heights and transformed the concept of musical rhythms that interlock, are important in European harmonic functions and phrase structure, cadence time. Some likened the new music to an electric medieval music and African American funk formation, voice-leading and figured bass, and jolt: it swept the nation’s dance foors and sent sig- from the 1970s? Or that the small variations in tonal analysis. Regular ear-training practice nals of social change over its radio waves. Jazz has musical pitch that lend such expressive power to complements written exercises. Normally followed since reinvented itself as a modernist art form and Indian classical music are barely present in the by 244. an occasion for political protest. In our historical survey of jazz we will cultivate a listening praxis classical music of Western Europe? This course Prerequisite: Open to all students who have completed or offers a cross-cultural listening encounter with exempted 111 or 111X. Students who meet this requirement that engages us with jazz’s sounds in cultural and musical expressions from around the globe. Using are advised to take 122 in the fall semester if they are inter- historical context. We will learn how to distin- a case-study approach, we will consider the com- ested in pursuing a major in music. guish among genres, identify major artists, and Distribution: Arts, Music, Theatre, Film, Video African American, Latin American, and European monalities and differences among classical, jazz, Semester: Fall, Spring Unit: 1.0 pop, and traditional music from many continents. infuences. Our class will feature visits by profes- sional musicians. Our auditory journeys will introduce you to MUS 199 Performing Music (for academic Prerequisite: None various musical systems, instruments, composers, credit) performers, and social settings for engaging with Distribution: Arts, Music, Theatre, Film, Video or Historical Staf Studies music. Open ears are the only prerequisite. One 45-minute lesson per week. Students may Semester: Fall Unit: 1.0 Prerequisite: None take an hour-long lesson for an additional fee. Distribution: Arts, Music, Theatre, Film, Video A minimum of six hours of practice per week is MUS 213/313 Composing in the Twenty-First Semester: Fall Unit: 1.0 expected. One credit is given for a full year of Century MUS 111 Introduction to the Language study, which must begin in the first semester. Not J. Johnson NOT OFFERED IN 2011-12. of Music to be counted toward the major in music, but one Art music unit of 199 can count toward the minor. MUS composition in the twentieth century was J. Johnson 199 may be repeated without limit. For further characterized by a vast array of practices and This course is designed to enhance understanding information, including fees, see Performing procedures, ranging from the post-tonal experi- of how music works and to improve listening, Music: Private Instruction and Academic Credit. ments of Debussy and Stravinsky, the serialism of reading, and general comprehension skills. While See also MUS 99, 299, and 344. Except by special Schoenberg, Crawford Seeger, and Babbitt, and the focus is on the fundamentals of Western music permission, no credit will be given unless both semes- the minimalism of Glass, Reich, and Saariaho to (notation, rhythm, melody, scales, chords, formal ters are completed satisfactorily. Mandatory credit/ the electronic innovations of Varèse, Stockhausen, plans), listening examples will be drawn from a noncredit. and Spiegel and the cross-cultural excursions of variety of genres. A musicianship lab supplements Crumb, Ligeti, and Yi. This course offers students the three class meetings. The music theory place- Prerequisite/Corequisite: By entrance audition; in addition, 111 or 111X must be completed or exempted, as determined the opportunity to compose a substantial piece of ment test will determine placement in MUS 101, by the mandatory Music Theory Placement Test. Performing music of their own while analyzing and absorbing 111 or 111X. May not be counted toward the major Music requires the completion of one music course before the techniques of a variety of contemporary works or the minor. credit is given for each year of 199; 111 or 111X fulfills this requirement if needed during the first year. Students should from the present and recent past, and will culmi- Prerequisite: None nate in a final concert of student compositions, Distribution: Arts, Music, Theatre, Film, Video consult the department website for details regarding the Semester: Spring Unit: 1.0 entrance audition for 199. performed by professional musicians from the Distribution: Arts, Music, Theatre, Film, Video Boston area. This course may be taken as either 213 Semester: Fall, Spring Unit: 1.0 MUS 111X Introduction to the Language or, with additional assignments, 313. Prerequisite: 122 or permission of the instructor. of Music MUS 200 History of Western Music I Tang Distribution: Arts, Music, Theatre, Film, Video Fontijn Semester: N/O Unit: 1.0 This course is designed to enhance understanding The first half of a year-long comprehensive survey of how music works and to improve listening, of Western music history, MUS 200 considers reading, and general comprehension skills for significant forms and styles of earlier eras, from the liturgical and vernacular repertories of the

152 Music MUS 222/322 Music, Gender, and Sexuality and complete operas by major composers repre- maximum of two units of credit toward the degree Fontijn senting a number of periods and styles (including can be accumulated through 0.5 courses. Of the Music, Gender, and Sexuality offers the oppor- Monteverdi, Mozart, Verdi, and Berg). We will 32 units required for graduation, no more than tunity to identify from a historical perspective also study librettos, relevant novels, and other four units in performing music may be counted the human passion for music, circumscribed by source materials in order to establish connections toward the degree; thus students taking music femininity, masculinity, sexual orientation, race, between musical structure and dramatic expres- lessons for credit during all four years at Wellesley politics, economics, and identity. Class discussions sion. Two class meetings, with additional sessions cannot also receive degree credit via MUS 250H. prompted by listening, video, reading, and writing required for viewing operas in their entirety. No credit will be given for this course unless both assignments probe the nature of a variety of musi- Prerequisite: None semesters are completed satisfactorily. MUS 250H is cal cultures in which biological destiny audibly Distribution: Arts, Music, Theatre, Film, Video graded on a credit/noncredit basis. Semester: Spring Unit: 1.0 intersects with gender paradigms. Students acquire Corequisite: One academic music course per 0.5 credit tools with which to consider music as an ideal site earned. MUS 235/335 Topics in Instrumental Music Distribution: None for a fuller expression of humanity that transcends Brody Semester: Fall, Spring Unit: 0.5 boundaries. Students at both levels meet together NOT OFFERED IN 2011-12. for classes; assignments for 322 students require MUS 275 Computer Music: Synthesis score-reading and musical analysis. Students at Prerequisite: 225: None. 325: Permission of the instructor. Music majors must elect this course at the 300-level. Techniques and Compositional Practice both levels meet together for classes; assignments Distribution: Arts, Music, Theater, Film, Video J. Johnson for 322 students require score-reading and musical Semester: N/O Unit: 1.0 An overview of the fundamental concepts, tech- analysis. niques, and literature of electronic and computer Prerequisite: 222: open to all students; 322: by permission MUS 240 Opera Workshop music. Topics include the technology of acoustic of instructor and digital musical instruments, MIDI program- Distribution: Arts, Music, Theatre, Film, Video NOT OFFERED IN 2011-12. This course is Semester: Fall Unit: 1.0 appropriate for singers currently enrolled in voice ming, sound-synthesis techniques (frequency lessons who wish to gain expertise in dramatic modulation, sampling, linear synthesis, waveshap- MUS 224/REL 224 Hildegard of Bingen musical performance—i.e., the techniques that aid ing, etc.), and the history of electronic music. Fontijn, Elkins (Religion) singing actors in the presentation of operatic rep- Students will undertake brief compositional NOT OFFERED IN 2011-12. This interdisci- ertory. All students will receive extensive musical exercises, and learn basic programming and related plinary course will focus on the music, dramatic and dramatic coaching, and will have the oppor- technical skills. productions, vision literature, and theology of tunity to perform a scene or aria in an informal Prerequisite: None the renowned twelfth-century abbess, Hildegard presentation at the conclusion of Wintersession. Distribution: Arts, Music, Theatre, Film, Video Semester: Fall Unit: 1.0 of Bingen. Attention will also be given to her Emphasis will be placed on researching of roles, scientific work on medicine, the manuscript character development, and actions appropri- MUS 276 American Popular Music in the illuminations of her visions, and the productions ate to musical style, and the interaction of text, Twentieth Century of her music popular today. Students may register music, and movement. The class meets daily, Barzel for either MUS 224 or REL 224 and credit will be and students are expected to study and rehearse NOT OFFERED IN 2011-12. “Popular music” granted accordingly. individually and with other participants outside of class sessions. Note: Students may take this course no denotes a variety of idioms—including R&B, Prerequisite: None rock, soul, funk, and hip hop—linked to the Distribution: Arts, Music, Theatre, Film, Video or Religion, more than three times. youth culture and social movements that devel- Ethics, and Moral Philosophy Prerequisite or Corequisite: 199 in voice, with permission of Semester: N/O Unit: 1.0 199 instructor oped in the U.S. after WWII. With a foundation Distribution: Arts, Music, Theatre, Film, Video in African American genres (especially blues and MUS 225/325 Doing Ethnomusicology: Semester: N/O Unit: 1.0 gospel), popular music has also absorbed strong Critical Music Studies ‘Out in the Field’ infuences from rural white Protestant communi- Barzel MUS 244 Tonal Counterpoint and Harmony ties, Latin America, and Europe, and its sounds This course introduces students to the study of J. Johnson are indelibly linked to twentieth-century tech- ethnomusicology. Students will do research on A continuation of MUS 122, this course offers an nologies (the electric guitar, multitrack recording, contemporary musical practices, analyze musical introduction to sixteenth-century species/modal turntables). With an emphasis on the 1940s–70s, aesthetics in cultural context, address music’s counterpoint and eighteenth-century tonal coun- our historical survey of American popular music social functions, and develop an awareness of terpoint, with an emphasis on its relationship to will bring us from the 1800s to the present day. fieldwork’s ethical dimensions. This seminar-style the harmony and melodic figuration of the seven- Using close listening as a starting point, we will course meets once a week with the expectation teenth through nineteenth centuries. Students will learn how to decode sounds to reveal their com- that you will also conduct weekly observations complete a variety of compositional and analytic plex social histories as we assess popular music’s of and independent research on a local ‘music exercises in the style of Palestrina and Bach, and role in America’s tumultuous twentieth century. culture.’ Past projects have address Senegalese will also learn the history of Western counterpoint Prerequisite: None drumming, Balinese gamelan, and hip-hop dance. as articulated in the treatises of Zarlino, Galilei, Distribution: Arts, Music, Theatre, Film, Video This course will combine lectures with intensive Fux, Cherubini, and others. A keyboard lab Semester: N/O Unit: 1.0 discussions of assigned readings, especially as they offers practice in playing assigned counterpoint apply to your research. We will complete a series exercises, cadence progressions, and figured bass in MUS 299 Performing Music (advanced, with of short assignments culminating in a final paper keyboard style. academic credit) based on your semester-long ethnography. Work Prerequisite: 122 Staf assigned at the 300-level will include a substantial Distribution: Arts, Music, Theatre, Film, Video A one-hour private lesson per week. Students who component of music analysis. Semester: Spring Unit: 1.0 have completed at least one year of MUS 199 are eligible for promotion to 299. A student wishing Prerequisite: 225: None. 325: Permission of the instructor. Music majors must elect this course at the 300-level. MUS 250 Research or Individual Study to enroll in MUS 299 is expected to demonstrate Distribution: Arts, Music, Theater, Film, Video Prerequisite: Open to qualified students by permission. accomplishment distinctly beyond that of the Semester: Spring Unit: 1.0 Distribution: None MUS 199 student. Students are recommended for Semester: Fall, Spring Unit: 1.0 promotion by their instructors. A minimum of MUS 230 Opera: Its History, Music, and 10 hours of practice per week is expected. MUS Drama MUS 250H Performing Ensembles for Credit 299 may be repeated without limit. One 200- or Bhogal This course is open to qualified students by per- 300-level music course must be completed for This course offers a comprehensive chronological mission of the individual ensemble director. One- each unit of credit granted for MUS 299. A music survey of the history and evolution of opera, from half unit of credit is granted for a full year (two course already used to fulfill the requirement for 1600 to the present time. Lectures will examine consecutive semesters) of participation in any one MUS 199 may not be counted again for 299. One historical background, the sub-genres of operatic of the department-sponsored ensembles, provided unit of credit is given for a full year of study. Not literature (opera seria, opera buffa, music drama), that the corequisite is successfully completed. A to be counted toward the major in music. For fur- ther information, including fees, see Performing

153 Music Music: Private Instruction and Academic Credit. Prerequisites: Open to music majors/minors and others with ment, and to discuss repertoire and interpretation. See also MUS 99, 199, and 344. Except by special permission of the instructor. Not open to first-year students. This is the only credit course in performance that can permission, no credit will be given for this course Distribution: Arts, Music, Theatre, Film, Video be counted toward the music major. Semester: Spring Unit: 0.5 unless both semesters are completed satisfactorily. Prerequisite: A written recommendation from her instructor Mandatory credit/noncredit. Topic D: Mahler—Constructing Worlds in Performing Music. Russell Prerequisite: 199 and recommendation of instructor. Corequisite: Students must complete both 200 and 201 Distribution: Arts, Music, Theatre, Film, Video Gustav Mahler was a pivotal musical figure at by the end of the first year of 344. If enrolled in the course Semester: Fall, Spring Unit: 1.0 the turn of the twentieth century, and remains for a second year, an additional 200- or 300-level course one of the most beloved and frequently pro- must be completed. Permission to elect subsequent units is granted only to a student who has fulfilled all corequisite MUS 300 Seminar: Studies in History, Theory, grammed composers of today’s concert stage. requirements and whose progress in 344 is judged excellent; a Analysis, Ethnomusicology While maintaining roots in the aesthetics of high maximum of four units of MUS 344 may be counted toward Students may select any number or combination Romanticism, his symphonies and vocal music the degree. paved the way for the dissolution of tonality while Distribution: Arts, Music, Theatre, Film, Video of the topics offered each year. Completion of Semester: Fall, Spring Unit: 1.0 any two .5 credit modules for purposes of credit uniquely combining grand vision with personal intimacy. In this course, we will examine Mahler’s for graduation will be considered 1 unit. Open MUS 350 Research or Individual Study to music majors, minors, and other students with music and life, from his beginnings as a wunder- appropriate background. kind pianist to the creation of such masterpieces as Directed study in analysis, composition, orchestra- Kindertotenlieder. By exploring the ways in which tion, theory, ethnomusicology, or the history of Topic A: Virtuosity, Suspicion, Transcendence his dramatic life manifested itself in his music, we music. Bhogal will gain insight into the mind of a great genius, Prerequisite: Open to qualified juniors and seniors by What does it mean to be a virtuoso? Is this label one who famously likened the act of writing sym- permission. complimentary, derogatory, does it carry any phonies to constructing worlds. Distribution: None Semester: Fall, Spring Unit: 1.0 value? Is the concept of virtuosity best reserved Prerequisites: Open to music majors/minors and others with for music? Are women as virtuosic as men? Is permission of the instructor. Not open to first-year students. the composer as virtuosic as the performer? Such Distribution: Arts, Music, Theatre, Film, Video MUS 350H Research or Individual Study questions will frame our exploration of musical Semester: Spring Unit: 0.5 Prerequisite: Open to qualified students by permission. virtuosi from the 17th century to the present day. Distribution: None Semester: Fall, Spring Unit: 0.5 We will examine the different meanings and con- MUS 308 Conducting Graham texts of virtuosity, while exploring its engagement MUS 360 Senior Thesis Research with issues of taste, culture, and gender. Case The study of conducting is a synthesis of all skills studies are oriented around 17th and 18th century important to a musician’s craft, and the art of Prerequisite: By permission of the department. See Academic Distinctions. opera and the cantata, the 19th century Parisian communicating a specific musical vision to bring a composer’s written intentions to life. The physical Distribution: None salon, and the 20th century art of transcription. Semester: Fall, Spring Unit: 1.0 The scope of our discussions will remain broad so gestures are expressive of a full understanding of both the score and the instruments and/or voices as to include a consideration of contemporary and MUS 370 Senior Thesis cross-cultural practices of virtuosity. performing the work. This course is a study of the techniques that transform written music into Prerequisite: 360 and permission of department. Prerequisites: Open to music majors/minors and others with Distribution: None permission of the instructor. Not open to first-year students. sound, including score preparation and read- Semester: Fall, Spring Unit: 1.0 Distribution: Arts, Music, Theater, Film, Video ing, baton technique, and rehearsal methods. Development of aural and interprative ability, as Semester: Fall Unit: 0.5 Requirements for the Major Topic B: Virtuosity and the Christmas Oratorio well as leadership skills are explored in the process. Fontijn Students will have the opportunity to take their The major in Music is a program of at least 10 The cantatas by J.S. Bach known collectively skills outside the classroom and conduct one of units. The normal sequence of courses for the as the Christmas Oratorio, BWV 248, provide the college’s musical ensembles as part of their major is: MUS 122, 244, 200 and 201 (history an in-depth case study for virtuosity in choral, work in the course. and analysis), 315, and a total of two semesters orchestral, and solo numbers. Bach’s faith inspired Prerequisite: Permission of the instructor. of 300 (of which there are four modular units the bravura of his scores, which he frequently Distribution: Arts, Music, Theatre, Film, Video per year). Completion of any two 300 0.5 credit Semester: Spring Unit: 1.0 signed “S.D.G.,” abbreviating the phrase “Soli modules for purposes of credit for graduation will be considered 1 unit. Also required are three Deo Gloria” (To God alone be the Glory). MUS 315 Advanced Harmony His oratorio leads us through the six days of additional elected units of 200- or 300-level work. Brody Christmastide—Christmas, December 26 and 27, Students who declare a music major are required A study of chromatic harmony; including modu- New Year’s Day, the First Sunday after New Year, to participate in one of the department’s perform- lation, mode mixture, variation and development and Epiphany—with one brilliant cantata for each ing music ensembles for at least one academic year procedures such as harmonic and chromatic week of the course. (i.e., two semesters). The study of composition sequences, and the relationship between harmony (213/313) is highly recommended for majors. In Prerequisite: Open to music majors/minors and others with and tonal form. Students will be introduced to permission of the instructor. Not open to first-year students. most cases, courses taken credit/noncredit will not basic Schenkerian terminology and modes of Distribution: Arts, Music, Theater, Film, Video count toward the major. Ideally, students interest- analysis. As a final project, students will present Semester: Fall Unit: 0.5 ed in majoring in music should begin the theory a notebook of excerpts, compiled from the clas- Topic C: The Third “B” sequence with 122 in the fall semester of the first sical literature, exemplifying each of the topics Fisk year. This allows them to enroll in the spring-term presented in class. An idea such as “the three B’s”—Bach, Beethoven offering of 244, which is the prerequisite for 200 and Brahms—linking together three composers Prerequisite: 244 and either [313] or 201 and the courses that follow sequentially. Starting Distribution: Arts, Music, Theatre, Film, Video whose lives spanned more than two centuries, Semester: Fall Unit: 1.0 on this sequence immediately affords the option is unlikely to have occurred to anyone before of taking a wider variety of elective music courses Brahms’s time. But no one has ever been more MUS 344 Performance Workshop in the junior and senior years, and also makes it aware of the implications of such an idea than Fisk easier for those studying abroad to complete the Brahms himself. Through a study of examples of As an adjunct to private lessons with a member of major comfortably. Students who need remedial his solo, chamber, and orchestral compositions the College performance faculty, the Performance theory (MUS 111 or 111X) should work with a and of his Lieder, this course will explore the ten- Workshop offers intensive study of advanced Music advisor to set up an accelerated program sion in Brahms’s music between ‘Romanticism’ interpretation and performance. The program of study if they would like to pursue the major. If and ‘Classicism,’ between radically personal— gives students the opportunity to perform a student places out of 122 and/or 244, she will sometimes even intimate—expression, and indebt- frequently in an informal setting before fellow need to pursue other Music courses to add up to edness to an idealized musical past. students and faculty, to receive constructive com- 10 units.

154 Music Students who plan to undertake graduate study jazz drum kit, and a wide assortment of modern MUS 99 are charged $1014 for one half-hour in musicology or theory are strongly encouraged orchestral instruments. In addition, an unusually lesson per week through both semesters, and may to study German, French, or Italian beyond the fine collection of instruments appropriate to early register for 45-minute or hour lessons for an addi- introductory level, as well as European history, music performance is available for use by students. tional charge. A fee of $35 per year is charged to literature, and art. Basic proficiency in one or These include a Dolmetsch clavichord, a virginal, performing music students for the use of a prac- more European languages will also benefit stu- three harpsichords, a positive organ, a fortepiano, tice studio. The fee for the use of a practice studio dents who plan to undertake graduate study in an 1823 Clementi grand piano, a Gothic harp, a for fortepiano, harpsichord, and organ is $45. ethnomusicology, as will studies in one or more lute, eight violas da gamba, a Baroque violin, and Music lessons at Wellesley involve a full-year languages relevant to a particular research interest. an assortment of Renaissance and Baroque wind commitment: lesson contracts are binding for In addition, those concentrating on ethnomusicol- instruments. the entire school year. Performing music fees are ogy can perform in the department’s world music Of particular interest is the Charles Benton Fisk payable by September 30; no refunds will be made ensembles and take related courses in anthropol- meantone organ (completed 1981) in Houghton thereafter. ogy and area studies. Music majors develop their Memorial Chapel, which is America’s first major For purposes of placement, the music theory musicianship through the acquisition of basic instrument constructed after seventeenth-century keyboard skills, ear training, private instruction in placement test is given before classes start in the German prototypes. The chapel also houses a fall semester. All students registered for MUS 111, practical music, and involvement in the various three-manual Aeolian-Skinner pipe organ. Galen performing ensembles of the department. 111X, 122, or private instruction in 99 or 199 are Stone Tower contains a 32-bell carillon. required to take the test. Requirements for the Minor Arrangements for lessons are made at the depart- Performance Workshop ment office during Orientation of the first week of The music minor is a program of at least five (MUS 344) the semester. Students may begin private study in units. One unit must come from theory (120, 99 (but not 199 or 299) at the start of the second 122, 213/313, or 244), and another from history The Performance Workshop offers advanced stu- semester, if space permits. (101, 200, 201, 209, 222/322, [223], 224, 230, dents an opportunity to perform frequently in an 235/335, 275, or 276). One of the five units may informal setting before fellow students and faculty, Academic Credit and Corequisites come from earning one credit through performing to discuss repertoire and interpretation, and to music lessons (199, 299) or through completing receive constructive comments. for MUS 199 and 299 two years in an ensemble (250H). In order to Credit for performing music at the 199 and 299 shape a program to suit diverse musical interests, Skills Instruction levels is granted only for study with the depart- the student minoring in music should plan to ment’s performance faculty, not with outside select the remaining two or three courses in con- Group instruction in basic keyboard skills, including keyboard harmony, sight-reading, ear instructors; the final decision for acceptance is sultation with her chosen advisor in the process based on the student’s audition. One unit of credit of declaring her music minor. Not more than one training, and score reading, is provided free to all students enrolled in any music course (including is granted for a full year (two semesters) of study academic course taken credit/noncredit may be in either 199 or 299; except by special permission, counted toward the minor. 101 with the instructor’s permission and if space is available), and to MUS 99 students with the both semesters must be satisfactorily completed Music minors are encouraged to develop musi- written recommendation of their private instruc- before credit can be counted toward the degree. cianship through the acquisition of basic keyboard tor. Ensemble sight-reading instruction on a more While music performance courses (99, 199, 299, skills, and through ear training, private instruction advanced level is also available for pianists. 344) may be repeated without limit, no more in practical music, and involvement in the various than four units of credit in these courses may be performing organizations of the Department of counted toward the Wellesley degree. More than Music. Private Instruction one course in performing music for credit can be The department offers private instruction in taken simultaneously only by special permission of Honors voice, piano, fortepiano, organ, harpsichord, harp, the department. violin, Baroque violin, fiddle, viola, violoncello, An additional music course must be elected as a The department offers a choice of three pro- double bass, viola da gamba, fute (Baroque and corequisite for each unit of credit in performing grams for honors, all under the catalog numbers modern), oboe, clarinet, bassoon, trumpet, French music. If a student must take MUS 111 or 111X 360/370; honors students normally elect the horn, trombone, tuba, recorder, lute, classical as a result of the placement test, this course counts two units in succession during the senior year. guitar, saxophone, percussion, and marimba; and as the corequisite for the year. Eligibility for these programs requires a GPA of private jazz instruction in piano, violin, bass, saxo- The department’s MUS 199 and 299 offerings 3.5 in the major. Under Program I, the honors phone, fute, percussion, and voice. We will make candidate carries out independent research lead- are made possible by the Estate of Elsa Graefe every attempt to accommodate students wishing Whitney ’18. ing to a written thesis and an oral examination. private instruction in instruments not currently Under Program II, honors in composition, the taught. 360 and 370 units culminate in a composition of Group Instruction substance and an oral examination on the honors All students planning to enroll for music les- work. Prerequisites for this program are 315 and sons must take the music theory placement test. Group instruction in classical guitar, percussion, distinguished work in 313. Program III, honors Information concerning auditions and course viola da gamba, Renaissance wind instruments, in performance, culminates in a recital, a lecture- requirements for noncredit and credit study is and voice is available for a fee of $300 per year. demonstration, and an essay on some aspect of given above under listings for MUS 99, 199, performance. The prerequisite for Program III is 299, and 344. Except for 344, auditions and the Performing Organizations 344 in the junior year and evidence during that Placement Test are ordinarily given at the start of year, through public performance, of exceptional the first semester. The following organizations, all directed by faculty talent and accomplishment; 344 must then be There is no charge for performing music to stu- members, are vital extensions of the academic continued in the senior year, but now as a com- dents enrolled in 199, 299, or 344 who: 1) have program of the Department of Music. ponent of the 360/370 sequence, and not for demonstrated financial need as determined by The Wellesley College Choir separate course credit. the Wellesley College Financial Aid Office; 2) are The College Choir, consisting of approximately receiving financial aid from Wellesley College; and 50 singers, has a rich history of dedication to Performing Music Instrument 3) are taking the normal length of lesson (45 min- great choral literature and inspiring performances. utes at the 199 level, one hour at the 299 level). Endowed funds provide for annual collaborative Collection All other 199 and 299 students, while still given concerts with men’s choirs from such institutions The music department owns 40 pianos (which the full-length lesson, are charged an annual fee of as the Miami University of Ohio, Harvard, and include 28 Steinway grands, two Mason and $1014 (calculated as the rate for one half-hour les- Cornell. The choir regularly commissions and Hamlin grands, and numerous Steinway uprights), son per week of the academic year). Students who premieres new compositions as well as performs a Noack practice organ, a harp, a marimba, a contract for performing music instruction under a great variety of repertoire for women’s chorus.

155 Music In addition to staging local performances of works Wellesley BlueJazz for choir and orchestra and singing at annual col- Wellesley BlueJazz is a faculty-directed jazz Neuroscience lege events throughout the year, the choir tours ensemble of a dozen or more students. Rehearsals both nationally and internationally. Auditions are encourage the development of fuency in jazz AN INTERDEPARTMENTAL MAJOR held during Orientation. improvisation; previous jazz experience is not Professor: Beltz (Director) required. The ensemble performs several times The Wellesley College Chamber Singers Associate Professor: Tetel A select ensemble of 12 to 16 vocalists, the each year and presents joint concerts with Assistant Professor: Conway, Gobes, Wiest A Chamber Singers perform concerts on and off ensembles from Wellesley and other area colleges. campus. The Chamber Singers are often invited Workshops on jazz improvisation with visiting Senior Instructor in Neuroscience Laboratory: to perform with local instrumental ensembles, on guest artists are also offered. Auditions are held at Paul A1 the beginning of each year. professional concert series, and as part of choral Neuroscience Advisory Committee: Cameron festivals. Specializing in music for women’s voices, Yanvalou Drumming and Dance Ensemble (Biology), Ducas (Physics), Hildreth (Computer the repertoire ranges from medieval to contempo- Yanvalou, an ensemble that explores the tradi- Science), Keane (Psychology), Kolodny (Chemistry) rary literature. tional musics of Africa and the Caribbean, offers Neuroscience explores how the nervous system participants the opportunity to perform with Choral Scholars develops and how it functions to generate authentic instruments, and to experience a variety As part of the Choral Program, students may behavior, emotion and cognition. Neuroscience of cultures through their musics. In collaboration audition to join the Choral Scholars. Open to all is highly interdisciplinary, integrating biology, psy- with its dance troupe, Yanvalou presents several students and effective for the full academic year, chology, chemistry, physics and computer science. concerts during each academic year. those awarded the scholarships are singers and Exploring the complexity of the nervous system conductors who have a serious interest in choral requires analyses at multiple levels. Neuroscientists music. The recipients will be expected to: partici- investigate how genes and molecules regulate pate in one or more of the choral ensembles; serve nerve cell development and function (cellular/ as section leaders and/or assistant conductors; molecular neuroscience), explore how neural meet weekly as a group for coaching and research; systems produce integrated behaviors (behavioral take voice or conducting lessons. Applications are neuroscience), seek to understand how neural available at the start of the fall semester. substrates create mental processes and thought The Collegium Musicum (cognitive neuroscience) and use mathematics and The Wellesley College Collegium Musicum spe- computer models to comprehend brain function cializes in the performance of Western music from (computational neuroscience). In studying how the Middle Ages to the early nineteenth century. the brain and nervous system function normally This ensemble of singers and instrumentalists and during disease states, neuroscientists also hope is open to Wellesley College students, faculty, to better understand devastating neurological and staff, and members of the local community. The psychiatric disorders. Collegium is also frequently joined by guest art- Goals for the Major ists, who enrich the ensemble for special projects. ••Create a cohesive and supportive interdepart- Members of the Collegium enjoy the use of an mental community extensive collection of historical instruments. Separate consort instruction is available in viola da ••Foster an excitement for neuroscience and an gamba and Renaissance wind instruments for both understanding of applications of neuroscience beginning and advanced players on a fee basis discoveries to everyday life ($300 for the 2010-11 academic year). ••Appreciate the ethical complexities involved in The Brandeis-Wellesley Orchestra the pursuit and application of knowledge about The Orchestra is comprised of students, faculty, the brain and cognition staff, and associates of Wellesley College and ••Cultivate an understanding of the relationships Brandeis University. Uniting the high standard of among disparate subfields that comprise neuro- excellence associated with these institutions, the science, including cellular and molecular, cogni- Orchestra is dedicated to bringing inspiring per- tive, computational and systems neuroscience formances of the great orchestral literature—past ••Develop the ability to read and critically evaluate and present—to a new generation of musicians the neuroscience literature and audiences. The Orchestra gives four to five concerts a year; one concert features the winners ••Acquire confidence and fuency with oral and of the annual Concerto Competition, which is written communication open to students taking lessons and participating ••Generate a facility with the major experimental in department ensembles. Two-hour rehearsals methods and techniques used by neuroscientists, are held on Tuesday evenings at Brandeis and including Thursday evenings at Wellesley, and shuttle buses –electrophysiology are provided. Membership is based on auditions –computational modeling held at the start of each semester. –neurochemistry The Chamber Music Society –neuropharmacology The Chamber Music Society offers an opportunity –neuranatomy for small ensembles to explore the chamber music –genomics repertoire of the last four centuries. A number –behavioral approaches of groups, which include singers and players of ••Master analytical and statistical methods critical strings, winds, and keyboards, rehearse indepen- to the evaluation of experimental data dently and also meet weekly with a faculty coach at no cost. Throughout the year, players present ••Encourage an environment supportive of student formal and informal recitals. Entrance is by involvement in neuroscience research audition. We anticipate that fulfillment of these goals will provide the intellectual and technical skills neces- sary for the successful pursuit of graduate school, medical school and careers in neuroscience-related fields.

156 Neuroscience NEUR 100 Brain, Behavior, and Cognition: tational and systems neuroscience, cognitive Prerequisite: 100 or by permission of instructor. Not open to neuroscience, learning and memory and neuro- first year students. An Introduction to Neuroscience Distribution: Natural and Physical Science or Arts, Music, Tetel, Beltz, Paul, Gobes degenerative disorders. In addition, careers in Theatre, Film, Video This course will provide a broad introduction neuroscience will be discussed. Semester: Fall Unit: 1.25 to neuroscience, focusing on examples and Prerequisite: 200. Open only to junior and senior neurosci- approaches from cellular and molecular, cognitive, ence majors. NEUR 325 Neurobiology of Sleep, Learning & Distribution: Epistemology and Cognition or Natural and Memory behavioral, systems and computational neurosci- Physical Science ence. The lecture aspect of the course will be Semester: Fall Unit: 1.0 Gobes accompanied by a 70-minute practicum in which Although we spend a major part of our lives sleep- students will engage directly in experimental NEUR 306/BISC 306 Principles of Neural ing, we understand surprisingly little about sleep neuroscience. Development with Laboratory and dreaming. In this course we will discuss recent Prerequisite: Open only to first years and sophomores, or by Beltz, Paul advances made in the field of neuroscience of permission of instructor. This course will discuss aspects of nervous system sleep. Course topics include basic neurobiology of Distribution: Epistemology and Cognition or Natural and development and how these relate to the develop- sleep (what is sleep, how is it regulated) as well as Physical Science specialized discussions of sleep-related learning & Semester: Fall, Spring Unit: 1.0 ment of the organism as a whole. Topics such as neural induction, neurogenesis, programmed cell memory investigated in different model systems. Lectures will introduce the different topics, fol- NEUR 200 Neurons, Networks, and Behavior death, axon guidance, synaptogenesis and the lowed by student presentations of the primary with Laboratory development of behavior will be discussed, with literature. Assignments are given to train writing Conway, Paul, Helluy (Biological Sciences) an emphasis on the primary literature and critical reading skills. Laboratory sessions focus on a vari- skills and to give students the opportunity to This course will build on basic concepts in neuro- explore their favorite topic in more detail. science. Current issues will be examined within a ety of methods used to define developing neural broad framework that includes examples and read- systems. Students may register for either NEUR 306 Prerequisite: 100 and 200. Open only to juniors and seniors, or BISC 306 and credit will be granted accordingly. or by permission of instructor. ings in cellular and molecular, cognitive, behavior- Distribution: Natural and Physical Science or Arts, Music, al and computational neuroscience. Topics such as Prerequisite: 200 or BISC 216 or permission of instructor. Theatre, Film, Video sensory systems, learning, memory, and cognition Distribution: Epistemology and Cognition or Natural and Semester: Spring Unit: 1.0 Physical Science will be covered. The accompanying laboratory is Semester: Spring Unit: 1.25 designed to expose students to basic methods and NEUR 332 Advanced Topics in Neuroscience experimental approaches in neuroscience. NEUR 315/BISC 315 Neuroendocrinology NOT OFFERED IN 2011-12. Prerequisite: 100 and BISC 110 or permission of instructor. with Laboratory Prerequisite: 200 or by permission of the instructor. Not Not open to first-year students. Tetel open to first year students. Distribution: Epistemology and Cognition or Natural and Hormones act throughout the body to coordinate Distribution: Epistemology and Cognition or Natural and Physical Science Physical Science Semester: Fall, Spring Unit: 1.25 basic biological functions such as development, Semester: N/O Unit: 1.0 differentiation and reproduction. This course will NEUR 250 Research or Individual Study investigate how hormones act in the brain to regu- NEUR 335 Computational Neuroscience with Prerequisite: By permission of instructor. late physiology and behavior. We will study how Laboratory Distribution: None the major neuroendocrine axes regulate a variety Wiest Semester: Fall, Spring Unit: 1.0 of functions, including brain development, repro- NOT OFFERED IN 2011-12. The electrical ductive physiology and behavior, homeostasis and activities of neurons in the brain underlie all NEUR 250H Research or Individual Study stress. The regulation of these functions by hor- of our thoughts, perceptions, and memories. Prerequisite: By permission of instructor. mones will be investigated at the molecular, cel- However, it is difficult to measure these neural Distribution: None lular and systems levels. Laboratory experiments activities experimentally, and also difficult to Semester: Fall, Spring Unit: 0.5 will explore various approaches to neuroendocrine describe them precisely in ordinary language. For research, including the detection of hormone this reason, mathematical models and computer NEUR 250G Group Research in receptors in the brain and analysis of behavior. Neuroendocrinology simulations are increasingly used to bridge the gap Students may register for either NEUR 315 or BISC between experimental measurements and hypoth- NOT OFFERED IN 2011-12. An introduc- 315 and credit will be granted accordingly. esized network function. This course will focus tion to the literature and research methods in Prerequisite: 200, or both BISC 110/112 and BISC 203, or on the use of mathematical models and computer Neuroendocrinology, with particular emphasis permission of instructor. simulations to describe the functional dynamics of on how hormones work in the brain to regulate Distribution: Epistemology and Cognition or Natural and Physical Science neurons in a variety of animals. Topics will range behavior and physiology. Students will learn how Semester: Fall Unit: 1.25 from single neuron biophysics to the analysis of to ask and address fundamental questions in circuits thought to underlie sensory perception neuroendocrine research by conducting literature NEUR 320 Vision and Art with Laboratory and memory. Topics will be introduced by back- searches and critically reading and evaluating Conway, Jones (MIT) ground lectures, followed by student-led presenta- original research articles in neuroendocrinology. This course investigates the form and function of tions of primary literature and construction of a Students will be exposed to current methods the visual system and the cultural and historical computer model of the system studied. Lab will in neuroendocrinology, including behavioral products that are engaged with it. Our goal is to introduce students to computer programming analyses, neuroanatomy, analysis of protein expres- explore the art, science, and culture of seeing. of mathematical models in MATLAB and the sion in brain protein -protein interaction assays. We will examine the nature of the visual stimulus neuron-simulator NEURON. Individual and group laboratory projects will be and the physiological mechanisms that trigger Prerequisite: 200 and calculus at the level of MATH 115, or offered. perception. In parallel, we will explore how such by permission of instructor. No programming experience is Prerequisite: Open to sophomores by permission of processes drive the practice of art at different times required. instructor and in different cultures. The course will employ Distribution: Natural and Physical Science or Mathematical Distribution: None Modeling Semester: N/O Unit: 1.0 experimental investigations of your own visual Semester: N/O Unit: 1.25 system, guided analysis of art objects, exercises NEUR 300 Capstone Seminar in Neuroscience in making art, field trips, examinations of illu- NEUR 350 Research or Individual Study Beltz, Gobes sions, and inquiries into machine vision. The Prerequisite: Open by permission to juniors and seniors. In this capstone seminar for neuroscience majors, interdisciplinary nature of the course requires an Distribution: None students will give group presentations of articles advanced level of participation, commitment, and Semester: Fall, Spring Unit: 1.0 on cutting edge areas of neuroscience research. self-directed learning culminating in a final project The authors of these articles will be invited to of your own design. The course will consist of lec- NEUR 350H Research or Individual Study campus to present their research and meet with tures to be held at MIT on one evening per week, Prerequisite: Open by permission to juniors and seniors. the class. Some of the topics to be discussed and laboratory exercises held at Wellesley during Distribution: None include: developmental neuroscience, compu- one three-hour session per week. Semester: Fall, Spring Unit: 0.5

157 Neuroscience NEUR 350G Group Research in For students who entered the College in the fall Neuroendocrinology of 2008, the major in neuroscience is the same Peace and Justice Studies as for those entering later, but excludes BISC NOT OFFERED IN 2011-12. An introduc- 110 or 112. A STRUCTURED INDIVIDUAL MAJOR tion to the literature and research methods in Rosenwald (English) Neuroendocrinology, with particular emphasis Normally no more than three units in neurosci- Director: on how hormones work in the brain to regulate ence taken at other institutions may be counted Co-Director for Experiential Education: behavior and physiology. Students will learn how towards the major. Kazanjian to ask and address fundamental questions in Visiting Lecturer: Confortini neuroendocrine research by conducting literature Transfer Credit Advisory Board: Candland (Political Science), searches and critically reading and evaluating de Warren A2 (Philosophy), Kapteijns (History), original research articles in neuroendocrinology. To obtain Wellesley credit for any neuroscience Kazanjian (Peace and Justice Studies), Kodera Students will be exposed to current methods course taken at another institution, preliminary (Religion), Confortini (Peace and Justice Studies), in neuroendocrinology, including behavioral approval must be obtained from the director of Rosenwald (English), Skeath A1 (Economics) analyses, neuroanatomy, analysis of protein expres- the program prior to enrolling in the course. In sion in brain protein-protein interaction assays. general, courses taken at two-year colleges will not The Peace and Justice Studies program provides a Individual and group laboratory projects will be be accepted. These restrictions apply to courses program of study that integrates the many areas offered. taken after enrollment at Wellesley. Transfer stu- of intellectual inquiry relating to the historical dents wishing to obtain credit for courses taken Prerequisite: Open to juniors and seniors by permission of and contemporary search for a peaceful and just instructor prior to enrollment at Wellesley should consult society and world. the program director. Distribution: None Goals for the Major Semester: N/O Unit: 1.0 Honors To give students exposure to and an understand- NEUR 360 Senior Thesis Research ing of the core canonical concepts and findings Prerequisite: By permission of the Program. See Academic The only route to honors in the major is writing in the field, and to enable students to develop Distinctions. a thesis (NEUR 360/370) and passing an oral proficiency in two primary areas of study: a) the Distribution: None examination. To be admitted to the thesis pro- social, political, historical, and cultural factors Semester: Fall, Spring Unit: 1.0 gram, a student must have a grade point average that lead to confict, violence, and injustice; b) the of at least 3.5 in all work in the major field above various philosophies, strategies, and techniques of NEUR 370 Senior Thesis the 100-level. The department may petition on peacemaking and confict transformation at the Prerequisite: 360 and permission of the Program. her behalf if her grade point average in the major level of nation-states, social groups and communi- Distribution: None is between 3.0 and 3.5. Projects may be supervised ties within nation-states, and interpersonal and Semester: Fall, Spring Unit: 1.0 by members of the various departments associated individual relationships. Approaches to confict with the major. Students considering the senior transformation will include a) the mainstream Requirements for the Major thesis option are advised to consult with the direc- integrated approach including crisis intervention, tor of the program during the fall of their junior human rights, grassroots development, and restor- The major in neuroscience offers three areas of year. See Academic Distinctions. ative justice and b) the nonviolent direct action concentration: cellular and molecular neuro- approach. Students are also expected to take part science, cognitive neuroscience, and systems in field-based experiential education that is linked and computational neuroscience. Students are Graduate Study to the student, her specific discipline, and peace expected to achieve competence in two of these Students wishing to attend graduate school in studies in general. three areas. The major must include the following neuroscience are strongly encouraged to take core courses: NEUR 100, 200 and 300, BISC CHEM 211/212, CS 112, MATH 115/116 and 110 or 112 and PSYC 205. Majors must elect PEAC 104 Introduction to the Study of physics through PHYS 106 or PHYS 108. PHYS Conflict, Justice, and Peace three 200-level courses from at least two different 210 may also be of interest. areas of concentration: Cellular and molecular Confortini neuroscience: BISC 219, 220, CHEM 211, 221 An interdisciplinary introduction to the study of or 222; Cognitive neuroscience: PSYC 214, 215, confict, justice, and peace. The course engages 216, 217, 218; Systems and computational neu- students in developing an analytical and theoreti- roscience: CS 232, MATH 215, PHYS 216, 222. cal framework for examining the dynamics of Note that these 200-level courses have specific confict, violence, and injustice and the strategies prerequisites that must be satisfied. Majors must that have been employed to attain peace and also elect three 300-level courses from at least justice, including: balance of power, cooperation, two different areas of concentration, at least one diplomacy and confict resolution, law, human of which must be a laboratory course: Cellular rights, social movements, social justice (economic, and molecular neuroscience: NEUR/BISC 306, environmental, and race/class/gender), interper- NEUR/BISC 315, BISC 302, [CHEM 306 (only sonal communication, and religiously inspired when neuroscience-related topics)]; Cognitive social transformation. neuroscience: PSYC 301, 304R, 314R, 316, 318, Prerequisite: None 319, 328; Systems and computational neurosci- Distribution: Social and Behavioral Analysis or Religion, Ethics, and Moral Philosophy ence: NEUR 320, NEUR 335, CS 332. Any other Semester: Fall, Spring Unit: 1.0 300-level courses must be specifically approved by the Director. NEUR 332 (NOT OFFERED IN PEAC 204 Conflict Transformation in Theory 2011-12) will count towards the major in what- and Practice ever concentration refects the topic in that year. Confortini NEUR 250, 250G, 250H, 350, 350G, 350H, This course provides the student with an in-depth 360 and 370 do not count towards the minimum study of confict and its resolution. We will major. A minimum of eight courses towards the explore the basic theoretical concepts of the field major requirements must be taken at Wellesley. and apply this knowledge as we learn and practice Additional information is also available on the skills for analyzing and resolving conficts. The Web at http://www.wellesley.edu/neuroscience/ course seeks to answer the following questions at major_complete.html. both the theoretical level and the level of engaged action: What are the causes and consequences of confict? How do we come to know and under-

158 Peace and Justice Studies stand confict? How do our assumptions about Assignments: weekly reading journals, field study ECON 243 The Political Economy of Gender, confict affect our strategies for management, of a nonviolent campaign or organization, a sub- Race, and Class resolution, or transformation? What methods are stantial piece of independent work. HIST 206 From Conquest to Revolution: A available for waging and resolving conficts pro- Prerequisite: Required for Peace and Justice Studies majors; History of Colonial Latin America ductively rather than destructively? for others, permission of instructor. HIST 263 South Africa in Historical Perspective Prerequisite: 104 or permission of instructor. Distribution: Social and Behavioral Analysis Distribution: Social and Behavioral Analysis Semester: Fall Unit: 1.0 PHIL 236 Introduction to Global Justice Semester: Spring Unit: 1.0 PEAC 324 Grassroots Development, Conflict POL2 204 Political Economy of Development and Underdevelopment PEAC 250 Research or Individual Study Resolution, and the Gandhian Legacy in India REL 257 Prerequisite: 104 and one 200-level course in the general field Kazanjian, Confortini Contemplation and Action of Peace and Justice Studies or permission of the instructor. This three-and-a-half week wintersession course SOC 202 Sociology of Human Rights Distribution: None in India focuses on understanding the historical SOC 209 Social Inequality: Class, Race, and Semester: Fall, Spring Unit: 1.0 development of the Gandhian philosophy of Gender nonviolence and on how Gandhian strategies have PEAC 250H Research or Individual Study been adapted by grassroots community-based 3. Four courses above the 100 level in an area of Prerequisite: 104 and one 200-level course in the general field organizations to address the challenges facing concentration, including at least one at the 300 of Peace and Justice Studies or permission of the instructor. India and the world today. The course involves level. Students must elect a concentration in con- Distribution: None both experiential and classroom learning. During sultation with the program directors and a faculty Semester: Fall, Spring Unit: 0.5 this course we will meet with women‘s organiza- member knowledgeable in the area of concentra- tions, peace organizations, environmental action tion, and demonstrate the intellectual coherence PEAC 259 Peace and Conflict Resolution groups, and community health activists in rural of the concentration. Confortini and urban communities in the North of India. Topic for 2011-12: Feminist Interrogations of 4. Students majoring in Peace and Justice Studies In addition, we will take part in a seminar series Peace Studies. This is an intermediate level course are expected to include an experiential educa- on intercultural and interreligious confict resolu- designed to familiarize students with feminist tion component in their course of study. This tion at the Malaviya Centre for Peace Research at contributions and challenges to peace studies. component should be discussed with the program Banaras Hindu University. Not ofered every year. From Virginia Woolf to Betty Reardon to Cynthia directors and may include: wintersession, sum- Subject to Dean’s Office approval. Enloe, feminists have started social analysis mer or year-long internships, course-related from the lives of women. They have challenged Prerequisite: Two 200-level courses in related fields. experiential education programs, or community Application required. traditional definitions of such central concepts service projects. Majors are expected to participate Distribution: Social and Behavioral Analysis or Religion, in the Action/Refection Programs offered by the in peace studies as violence, peace, security, and Ethics, and Moral Philosophy power. However, their contributions have been Semester: Wintersession Unit: 0.5 Director of Experiential Programs as part of fulfill- often marginalized in peace studies. This course ing this requirement. will put feminist analysis at the center of the study PEAC 350 Research or Individual Study The Action/Reflection Program of violence and peace. Drawing on literature from Prerequisite: Open by permission to juniors and seniors. The objectives of the Action/Refection Program different disciplines and from visual and interac- Distribution: None are: to provide students with experience to tive media, the course will show how the feminist Semester: Fall, Spring Unit: 1.0 complement and extend their theoretical learn- study of gender presents an understanding of ing in Peace and Justice Studies; to broaden PEAC 350H Research or Individual Study peace that takes into account women and other the student’s foundation in Peace and Justice marginalized communities. Prerequisite: Open by permission to juniors and seniors. Studies by including a behavioral level of learning Prerequisite: None Distribution: None Semester: Fall, Spring Unit: 0.5 through field experience; to provide students with Distribution: Religion, Ethics, and Moral Philosophy an opportunity to meet and work with people Semester: Fall Unit 1.0 PEAC 360 Senior Thesis Research engaged in peace and justice-related professions and activities; and to provide an opportunity for PEAC 304 Senior Seminar in Peace and Prerequisite: By permission of program directors. See students to develop and apply knowledge, skills, Justice Studies Academic Distinctions. Distribution: None and peacemaking principles to concrete situations. A capstone course for the major in peace and Semester: Fall, Spring Unit: 1.0 Completion of the Action/Refection Program justice studies, centered on a seminar project and includes: paper that students research and write on a subject PEAC 370 Senior Thesis 1. Meeting with the Director of Experiential of their choice in relation to the course topic, and Prerequisite: 360 and permission of department. Education prior to involvement in a student’s on readings and discussions exploring essential Distribution: None experiential education program, and participation topics and research methods in peace studies. Semester: Fall, Spring Unit: 1.0 in a two-hour learning module following the expe- Topic for 2011-12: Nonviolent Direct Action rience. The Action/Refection module is offered in Theory and Practice. Requirements for the Major multiple times each semester and explores learn- ing that takes place outside of the classroom and Rosenwald (English), Confortini Students are expected to complete nine units. The Nonviolent direct action is an important, con- its connection to a student’s overall educational major and the concentration should be designed process. troversial, and richly documented practice in in consultation with the program directors. The attempts to make peace and remedy injustice. This major consists of: 2. Maintaining a journal noting hours spent, seminar will explore that practice in history and in observations, and refections, with particular theory, in success and failure, in the United States 1. Four required courses: emphasis on peace studies concepts (journal for- and internationally. Among the possible theorists PEAC 104 Introduction to the Study of Confict, mat provided). (some advocates, some critics): Barbara Deming, Justice, and Peace For students who entered the College prior to Mohandas Gandhi, Peter Gelderloos, Martin PEAC 204 Confict Transformation in Theory the fall of 2010: A major (eight units) in Peace Luther King Jr., Reinhold Niebuhr, Jonathan and Practice and Justice Studies and the concentration should Schell, Gene Sharp, William Vollmann. Among PEAC 259 Topics in Peace and Justice Studies be designed in consultation with the program the possible case studies: the American civil rights directors. Students must elect a concentration of at PEAC 304 Senior Seminar in Peace and Justice movement and anti-Vietnam-war movement, the least four units above the 100 level. Concentrations Studies, or equivalent by permission of directors Indian anti-colonial movement, the South African will normally be in one department, but may be anti-apartheid movement, the Polish Solidarity 2. One of the following courses: (Students will constructed across departments. In either case, movement, the anti-Nazi campaign in the generally need to fulfill prerequisites for these the student must demonstrate the intellectual French village of Chambon. Readings, fieldwork, courses.) coherence of the concentration. In cases where the visits from nonviolent activists and theorists. ECON 222 Games of Strategy student’s chosen concentration is in a discipline

159 Peace and Justice Studies other than those of the directors, a second advisor Department of Philosophy PHIL 106 Introduction to Moral Philosophy in the student’s field of concentration must also be Gartner, Deen arranged. The major must include two 300-level Professor: McIntyre (Chair), McGowan, Menkiti A study of central issues in moral philosophy from courses. The major consists of: ancient Greece to the present day. Topics include Associate Professor: de Warren A 1. Two required courses: PEAC 104 the nature of morality, conceptions of justice, (Introduction to the Study of Confict, Justice, Assistant Professor: de Bres A, Marshall A1, Wearing views of human nature and their bearing on ques- and Peace) and PEAC 259 (Peace and Confict Instructor: Gartner tions of value, and competing tests of right and Resolution). wrong. Visiting Lecturer: Deen 2. Six courses through which students are Prerequisite: None One of the marks of philosophy, and one of expected to develop profciency in two areas: Distribution: Religion, Ethics, and Moral Philosophy its strengths, is that it identifies and examines Semester: Fall, Spring Unit: 1.0 a) the social, political, historical, and cultural fac- assumptions that we make in our ordinary lives tors that lead to confict, violence, and injustice; or that are made in other areas of study. Many PHIL 108 First-year Seminar: Friendship b) the various strategies and techniques of peace- would also accept a definition of philosophy as the Wearing making and justice-seeking at the level of nation- attempt to answer, or at least to better understand, This seminar undertakes a philosophical examina- states, social groups and communities within very basic questions about the universe and our tion of the nature and value of friendship. Two nation-states, and interpersonal and individual place in it. A striking thing about these assump- questions will animate the course: What is a relationships; tions and questions is that many of us live as if friend, and why are friends valuable? Drawing we were clear about them even though we have Students are also expected to develop expertise in examples from literature and films, we will never even asked about them. We accept one a particular international, national, regional, or examine different types of friendships and the belief and dismiss another without asking what it local confict situation. features that characterize and sustain them. Many takes for a belief to be worthy of acceptance. We philosophers have argued that the best kind of 3. Students majoring in Peace and Justice decide whether an act is right or wrong without friendship is one in which the friend is loved for Studies are expected to include an experiential even asking what the difference is between right her own sake; we will consider whether this is education component in their course of study. and wrong. A famous passage by the philosopher truly possible or whether all friendships are ulti- This component should be discussed with the pro- David Hume, written when he was about 25, mately instrumental. We’ll also examine how the gram directors and may include: Wintersession, expresses the impulse to philosophize: “I am partiality inherent in friendship conficts with the summer or year-long internships, course-related uneasy to think I approve of one object, and demands of standard moral theories. Finally, we experiential education programs, or community disapprove of another; call one thing beautiful, will compare the love that characterizes friendship service projects. and another deformed; decide concerning truth with the feelings that sustain relationships with and falsehood, reason and folly, without know- parents, children, and lovers. Mandatory credit/ Honors ing upon what principles I proceed.” The clarity, non-credit. depth and rigor encouraged in philosophy courses Prerequisite: None. Open to first-year students only. The only route to honors in the major is writing are useful not only in philosophy, but also in Distribution: Religion, Ethics, and Moral Philosophy a thesis and passing an oral examination. To be any other area of study, and it is a major that is Semester: Fall Unit: 1.0 admitted to the thesis program, a student must welcomed by graduate programs in many fields, as have a grade point average of at least 3.5 in all well as by employers and professional schools. PHIL 201 Introduction to Ancient Philosophy work in the major field above the 100 level; the Goals for the Major Gartner department may petition on her behalf if her GPA An introduction to the work of Plato, Aristotle, in the major is between 3.0 and 3.5. See Academic Majoring in philosophy will acquaint one with and select Hellenistic philosophers that aims to Distinctions. important developments in ancient and early develop students’ skills in analyzing and construct- modern philosophy and how these developments ing philosophical arguments with attention to infuence contemporary philosophical debates. historical context. Focusing on the ways in which Moreover, because philosophy is in the business of various ancient philosophical views formed inter- critically evaluating the reasons offered to support nally consistent systems, we will address a range of hypotheses, factual claims and evaluative judg- central topics in ancient thought, including issues ments, majoring in philosophy will develop or in ethics, political philosophy, metaphysics and sharpen the following skills: epistemology. The course will deal primarily with ••The interpretation of dense and challenging texts Plato and Aristotle, and end with a briefer treat- ••The ability to formulate and consider alternatives ment of the Epicureans, Stoics and Skeptics. to commonly accepted views Prerequisite None Distribution: Epistemology and Cognition or Religion, ••The construction and defense of coherent, well- Ethics, and Moral Philosophy considered positions Semester: Fall Unit: 1.0 ••The ability to offer reasoned responses to the ideas and objections of others PHIL 202/AFR 202 Introduction to African Philosophy Menkiti PHIL 103 Self and World: Introduction to Initiation into basic African philosophical con- Metaphysics and Epistemology cepts and principles. The first part of the course McGowan, McIntyre deals with a systematic interpretation of such This course introduces basic philosophical questions as the Bantu African philosophical con- methods and concepts by exploring a variety of cept of Muntu and related beliefs, as well as Bantu approaches to some central philosophical prob- ontology, metaphysics, and ethics. The second lems. Topics covered include the existence of God, part centers on the relationship between philoso- the relation between reason and faith, skepticism phy and ideologies and its implications in Black and certainty, theories of knowledge, the relation African social, political, religious, and economic between mind and body, and the compatibility of institutions. The approach will be comparative. free will and causal determination. Readings are Students may register for either PHIL 202 or AFR drawn from historical and contemporary texts. 202 and credit will be granted accordingly. Discussions and assignments encourage the devel- Prerequisite: Open to first-year students who have taken one opment of the student’s own critical perspective course in philosophy and to sophomores, juniors, and seniors on the problems discussed. without prerequisite. Prerequisite: None Distribution: Epistemology and Cognition or Religion, Distribution: Epistemology and Cognition Ethics, and Moral Philosophy Semester: Fall, Spring Unit: 1.0 Semester: Spring Unit: 1.0

160 Philosophy PHIL 203 Philosophy of Art Prerequisite: Open to first-year students who have taken PHIL 213 Social and Political Philosophy one course in philosophy, and to sophomores, juniors, and Deen seniors without prerequisite. Deen What makes an object an art object? How does Distribution: Epistemology and Cognition This course will be a blend of traditional topics art refect on the human condition? Why is there Semester: Spring Unit: 1.0 and contemporary debates. We will discuss major art rather than not, expression rather than silence, themes in the history of political theory, including a gesture rather than stillness? A philosophical PHIL 208 Theories of Knowledge the moral legitimacy of the law, natural rights and approach to art is primarily interested in clarifying Wearing the relation between the state and the church, the problem of aesthetic value, the special activi- NOT OFFERED IN 2011-12. We usu- family or marketplace. To do so, we will trace the ties that produce art, and the claim to truth which ally assume that we know a lot about the world changing meanings of the terms “conservative” finds expression through artistic creation. The aim around us. But how can we be sure that our beliefs and “liberal” as they appeared in the classical peri- of this course is to explore these questions, among refect what the world is really like? In this course, od of Locke, Mill and Burke, in the mid-twentieth others, by examining the positions of major phi- we will investigate the nature of knowledge and century debate between New Deal Liberals and losophers and twentieth-century artists. Aesthetic the conditions under which we can be said to Cold War Conservatives, and in contemporary issues in new media such as film and photography have any. We will explore answers to the following debates between Clinton’s neo-liberalism, Bush’s will also be discussed. questions: What distinguishes knowledge from neoconservatism and Palin’s paleoconservatism. Prerequisite: Open to first-year students who have taken one mere opinion? What makes someone justified in Prerequisite: Open to seniors without prerequisite and to course in philosophy and to sophomores, juniors, and seniors holding a particular belief? What is the connec- juniors and sophomores who have taken one course in phi- without prerequisite. tion between what we do believe and what we losophy or political theory, or by permission of the Distribution: Epistemology and Cognition or Arts, Music, should believe? How is self-deception possible? We instructor. Theatre, Film, Video will conclude by examining the contributions of Distribution: Religion, Ethics, and Moral Philosophy or Semester: Spring Unit: 1.0 Social and Behavioral Analysis feminism and cognitive science to the discussion Semester: Fall Unit: 1.0 PHIL 204 Philosophy and Literature of these questions. Menkiti Prerequisite: Open to first-year students who have taken PHIL 215 Philosophy of Mind one course in philosophy, and to sophomores, juniors, and Wearing This course considers the questions: what sort of seniors without prerequisite. object is the literary text and what are the ontolog- Distribution: Epistemology and Cognition What is a mind? How is it related to a person’s ical issues raised by acts of literary interpretation? Semester: N/O Unit: 1.0 brain and body? These two questions have driven It also examines the complex relationship between centuries of work in the philosophy of mind, fiction and fact, and between fiction and morality. PHIL 211 Philosophy of Religion and we will take them as our starting point. After The treatment of commitment to self and others, Marshall considering a variety of answers, we will pursue of self-knowledge and self-identity, and of indi- This course undertakes a critical and philosophi- several topics that challenge our best accounts of vidual and social ideals will also be explored. We cal study of central topics in the philosophy of the mind: consciousness, mental representation, end the course by looking at poetry—how it has religion, including the questions of the nature and the emotions, free will, and the possibility of meaning despite an inbuilt element of ambiguity existence of god, the problem of evil, the relation thinking machines. Our goal will be to connect and how it succeeds not only in shaping, but also between morality and the divine, the relation central philosophical perspectives on these issues healing the world. between faith and reason, the problems of per- with contributions from psychology, cognitive sci- Prerequisite: Open to first-year students who have taken one sonal identity involved in the doctrines of incarna- ence, and neuroscience. course in philosophy and to sophomores, juniors, and seniors tion and resurrection, and a consideration of the Prerequisite: One course in philosophy, psychology, or cogni- without prerequisite. origins and value of religion in life. Readings will tive science, or permission of the instructor. Distribution: Religion, Ethics, and Moral Philosophy draw from the rich heritage of philosophical dis- Distribution: Epistemology and Cognition Semester: Spring Unit: 1.0 Semester: Fall Unit: 1.0 course, including Plato, Anselm, Aquinas, Leibniz, PHIL 206 Normative Ethics Pascal, Kant, Nietzsche, Freud, and others, includ- PHIL 216 Logic Gartner ing some contemporary work. McGowan, Wearing Can we justify buying things while allowing Prerequisite: One course in philosophy or by permission of An introduction to formal logic. Students will the instructor. people in distant countries to go without basic Distribution: Epistemology and Cognition or Religion, learn a variety of formal methods—methods sustenance? Can someone justify killing whales to Ethics, and Moral Philosophy sensitive only to the form of arguments, as satisfy a taste for blubber? May the state prohibit Semester: Spring Unit: 1.0 opposed to their content—to determine whether recreational drug use? This course will examine the the conclusions of arguments follow from their relationship between general ethical principles and PHIL 212 Technology and Human Values premises. Discussion of the philosophical prob- the application of these principles to current ethi- NOT OFFERED IN 2011-12. As the pace of lems that arise in logic, and of the application of cal issues, forcing us to refect on the complexity technological advancement continues to increase, formal logic to problems in philosophy and other of the moral choices we make as individuals and concern that technology is transforming basic disciplines. Some consideration of issues in the as participants in societies. Special attention will human values grows as well. In this course, we philosophy of language. be paid to conficts between principles that aim will discuss general topics regarding technology: Prerequisite: None to promote individual and collective well-being the nature of technology, whether the morality Distribution: Epistemology and Cognition Semester: Fall, Spring Unit: 1.0 and those that prohibit restrictions on individual of technology depends on how it is used or if it freedom and autonomy. is already imbued with values, how technology Prerequisite: Open to first-year students who have taken one PHIL 217 Philosophy of Science: Traditional changes our relationship to nature and whether and Feminist Perspectives course in philosophy and to sophomores, juniors, and seniors technology is a form of social control. To bring without prerequisite. NOT OFFERED IN 2011-12. This course will Distribution: Religion, Ethics, and Moral Philosophy these general topics down to earth, we will discuss Semester: Spring Unit: 1.0 (for example) disputes within biotechnology over survey various issues in the philosophy of science reproductive technology, genetic manipulation or surrounding the debate over scientific realism. PHIL 207 Philosophy of Language whether it is possible to become something “more Issues include: What constitutes adequate evi- McGowan than human” and within information technol- dence? Exactly what does accepting a scientific This course will explore a variety of philosophical ogy over surveillance and privacy of personal theory involve? Does science discover the single issues concerning language: the different ways in information. objective way that the world is or does it partially which spoken language functions and conveys Prerequisite: None construct the world around us? How do cultural information, the alleged difference between speech Distribution: Epistemology and Cognition or Religion, attitudes (e.g., gender) affect scientific practice? and action and how it relates to freedom of speech Ethics, and Moral Philosophy Prerequisite: Open to sophomores, juniors, and seniors. issues (e.g., pornography and hate speech), the Semester: N/O Unit: 1.0 Distribution: Epistemology and Cognition Semester: N/O Unit: 1.0 general problem of how words get attached to their referents, and criticisms of traditional con- ceptions of meaning and reference.

161 Philosophy PHIL 218 Feminist Philosophy of Science philosophical refection or “seeing” of the human Prerequisite: Open to first-year students who have taken one condition, as well as the significance of theatre course in philosophy or political science, and to sophomores, Wearing juniors, and seniors without prerequisite. This course will use feminist critiques of main- as a “seeing” or “manifestation” of features of the Distribution: Religion, Ethics and Moral Philosophy stream philosophy of science to tackle central human condition that otherwise remain hidden Semester: N/O Unit: 1.0 questions about the nature and status of scientific from view. Special emphasis will be placed on the knowledge. First, we will investigate the proper themes of boredom, death, bad faith, anxiety, suf- PHIL 236 Introduction to Global Justice basis for choosing among competing scientific fering, freedom, and inter-subjective relationships. de Bres theories. How direct is the relation between Prerequisite: One philosophy course or permission of the NOT OFFERED IN 2011-12. An introduc- evidence and theory? Feminist philosophers of sci- instructor. tion to recent work in political philosophy on Distribution: Epistemology and Cognition or Historical the ethics of international relations. The course ence have challenged the idealization of scientific Studies practice at the heart of traditional conceptions Semester: N/O Unit: 1.0 will begin with a survey of some of the main of science. We will use their work to redefine our theoretical approaches to the topic: realism, understanding of how one theory can be objec- PHIL 230 Nineteenth-Century Philosophy cosmopolitan egalitarianism, political liberalism, tively better than another. At the same time, we Deen utilitarianism and nationalism. We will then will consider whether political and social values This course will study selected themes in consider how these different approaches might have any legitimate role to play in justifying the nineteenth-century philosophy. Readings from be applied to some specific moral controversies acceptance of a given theory. We will also examine Kant, Hegel, Marx, Kierkegaard, Schopenhauer, in international politics, such as those relating to the status of scientific theories as claims about the and Nietzsche will address central issues such as global poverty, human rights and humanitarian world. Are scientists discovering how the world the status of reason, the irrational and the uncon- intervention, immigration, climate change, and ‘really’ is? What, if anything, distinguishes science scious, modernization and the meaning of history, global governance. from other ways of understanding the world? and the significance of religion and art for human Prerequisite: Open to first-year students who have taken one Prerequisite: Open to first-year students who have taken one existence. Other important figures of nineteenth- course in philosophy or political science, and to sophomores, course in philosophy and to sophomores, juniors, and seniors juniors, and seniors without prerequisite. century thought such as Darwin, Comte, Mill, Distribution: Religion, Ethics and Moral Philosophy without prerequisite. and Schleiermacher may also be addressed. Distribution: Epistemology and Cognition Semester: N/O Unit: 1.0 Semester: Spring Unit: 1.0 Prerequisite: One course in philosophy or permission of the instructor. PHIL 239 The Owls of Minerva: Kant and Distribution: Epistemology and Cognition or German Idealism PHIL 221 History of Modern Philosophy Historical Studies Marshall Semester: Fall Unit: 1.0 de Warren A study of central themes in seventeenth- and NOT OFFERED IN 2011-12. Perhaps no other eighteenth-century philosophy, concentrating PHIL 233 Environmental Ethics period in the history of philosophy since its Greek on Descartes, Hume, and Kant. More limited Deen origins has witnessed as much creativity and sub- readings of such figures as Spinoza, Locke, Ann Do non-human animals, plants, species, ecosys- stance as the years spanning the bloom of German Conway, Leibniz, and Berkeley. Among the top- tems or wilderness have moral value beyond their Idealism (1781–1832). Beginning with Kant’s ics: the relationship between mind and body; the relation to human interests? Do we have moral “Copernican Revolution” of the Critique of Pure limits of reason; determinism and freedom; the duties to refrain from harming the natural world Reason, this course critically explores the diverse bearing of science on religion. or to preserve it for future generations? How veins of German Idealism and Romanticism: Prerequisite: Open to first-year students in their second should we weigh up environmental concerns Fichte, Schelling, F. Schlegel, Novalis, Hölderlin, semester and to sophomores, juniors, and seniors without against other concerns (such as the elimination of and Hegel. Themes will include: the relation prerequisite. poverty or economic growth) in cases where they between philosophy and poetry; the problem of Distribution: Epistemology and Cognition or Historical come into confict? How should the benefits of idealism and the reality of the external world; Studies the constitution of self-consciousness in its rela- Semester: Spring Unit: 1.0 the environment, and the burdens of conserving it, be shared across individuals or countries? Does tion to Others; the relation between nature and PHIL 222 American Philosophy recognition of the importance of the environment aesthetics; the emergence of language as a primary call for a brand new kind of moral philosophy philosophical concern; the relationship between NOT OFFERED IN 2011-12. The development or merely a more sophisticated application of an faith and knowledge; and the significance of of American philosophy from colonial times to old one? This course will examine a variety of historical consciousness and the formation of the present. Among the topics: European justifica- philosophical answers to these questions and apply culture. In addition to exploring the impact of tions of colonization and conquest; the spiritualist those answers to a set of pressing current issues, German Idealism on nineteenth-century English metaphysics of Berkeley and Jonathan Edwards; including global climate change; population Romanticism, we will also consider engagements philosophical underpinnings of the revolution policy and reproductive freedom; the local food with the legacy of German Idealism among con- and the republic; slavery and abolition; transcen- movement; and the use of non-human animals for temporary European and American philosophy. dentalism (Emerson, Thoreau); justice and civil food, research and entertainment. Prerequisite: One course in philosophy or permission of the disobedience; feminism. We will concentrate in instructor. Prerequisite: One course in Philosophy or Environmental particular on pragmatism, America’s unique con- Distribution: Epistemology and Cognition or Historical Studies, or permission of the instructor Studies tribution to world philosophy, with readings from Distribution: Religion, Ethics, and Moral Philosophy Semester: N/O Unit: 1.0 Peirce, James, Dewey, Quine, Richard Rorty, and Semester: Spring Unit: 1.0 Cornel West. The course is intended for students of history, literature, and American Studies as well PHIL 235 Democracy PHIL 245 Agency and Motivation as for students of philosophy. de Bres McIntyre An examination of the capacities important to Prerequisite: None NOT OFFERED IN 2011-12. This course pro- Distribution: Epistemology and Cognition or Historical vides an introduction to past and present work on human agency, drawing on work in philosophy Studies the normative theory of democracy, and discusses as well as research in psychology and the cogni- Semester: N/O Unit: 1.0 how that work bears on some important issues in tive sciences, with the goal of characterizing what distinguishes human agency from the PHIL 224 Existentialism current affairs. We will explore significant histori- cal contributions to democratic thought; consider goal-directed behavior of other animals. We will de Warren contemporary work on issues such as procedural use the conceptually puzzling but utterly familiar NOT OFFERED IN 2011-12. This course will versus substantive accounts of democracy, demo- phenomena of self-deception and action against study basic themes in existentialism by focusing cratic deliberation, democratic participation, leg- one’s better judgment as a point of departure to on the theoretical and theatrical works of key exis- islative representation and constitutionalism; and explore philosophical theories about the ultimate tentialist writers such as Jean-Paul Sartre, Simone address present public debates concerning cam- sources of motivation, philosophical attempts to de Beauvoir, Antonin Artaud, Samuel Beckett, paign finance reform, democracy at the supra-state characterize the nature of intentional action, and Albert Camus, and Eugene Ionesco. In taking level and the “exporting” of democracy overseas. differing conceptions of free will and the nature of the human condition as its primary question, autonomy. existentialism redefines the meaning of theory as a

162 Philosophy Prerequisite: One course in philosophy philosophical issues arise, however, when delineat- PHIL 326 Philosophy of Law Distribution: Epistemology and Cognition ing the precise manner in which such facts are Semester: Fall Unit: 1.0 Menkiti constructed and drawing a defensible line between A systematic consideration of fundamental issues that which is constructed and that which is not. PHIL 249 Medical Ethics in the conception and practice of law such as the Constructionist speech, the social construction of nature and function of law, the limits of law, the Menkiti gender, and certain global constructionist theses A philosophical examination of some central nature of judicial reasoning, and the relationship will be considered. The diverse work of such of law to morality. We will assess how alternative problems at the interface of medicine and ethics. contemporary analytic philosophers as Elgin, Exploration of the social and ethical implica- theories of law explain rights, duties, liability and Goodman, Haslanger, Hacking, Lewis, Putnam, responsibility. We will also focus on philosophical tions of current advances in biomedical research and Searle will be discussed. and technology. Topics discussed will include issues raised in court cases associated with liberty, psychosurgery, gender surgery, genetic screening, Prerequisite: Open to students who have taken two courses privacy, justice, responsibility, causation and in philosophy. punishment. Readings include selections from amniocentesis, and euthanasia. Distribution: Epistemology and Cognition Prerequisite: Open to first-year students who have taken one Semester: N/O Unit: 1.0 legal theory and a variety of contemporary court course in philosophy and to sophomores, juniors, and seniors decisions. without prerequisite. PHIL 317 Seminar. Philosophy and Race Prerequisite: Open to juniors and seniors without prereq- Distribution: Religion, Ethics, and Moral Philosophy McGowan uisite and to sophomores who have taken one course in Semester: Fall Unit: 1.0 philosophy. This seminar will explore various philosophical Distribution: Religion, Ethics, and Moral Philosophy PHIL 300 Seminar in Modern Philosophy issues related to race. First, we shall explore the Semester: Fall Unit: 1.0 metaphysics of race. Drawing on work in biol- NOT OFFERED IN 2011-12. ogy, anthropology, the philosophy of science and PHIL 342 Seminar. Political Philosophy Prerequisite: One course in philosophy above the 100 level. theories of social construction, this section of the de Bres Distribution: TBA depending upon topic course will be concerned with what sort of thing NOT OFFERED 2011-12. Semester: N/O Unit: 1.0 This course will (or category) race is. Next, we will examine racist consider how norms of justice and fairness might hate speech. Appealing to work in the philosophy PHIL 301 Seminar. Early Modern Philosophy: apply to the contemporary system of interna- of language, sociology and free speech law, we will Spinoza, Mind, and Nature tional trade in goods, capital, services and ideas. explore (alleged) connections between racist hate International trade raises deep philosophical issues Marshall speech and various sorts of harm and discuss how, NOT OFFERED 2011-12. about the relationship of principles of justice This seminar will if at all, such connections affect the free speech investigate the thought of Baruch Spinoza, a to coercion, cooperation, shared values and fair status of racist hate speech. Finally, we will con- procedures. It also raises specific moral concerns seventeenth-century Dutch rationalist. Our focus sider racist jokes. Using work in the philosophy of will include Spinoza’s mechanistic view of mind, about such matters as national self-determination, language and political philosophy, we shall explore the environment, labor standards, intellectual its embodiment, and the relationship between the how they work, what they communicate and how individual and society. We will explore Spinoza’s property, and global poverty and inequality. We they may be implicated in broader issues of social will draw on recent work by moral and political striking claim that mind and body are one, his justice. views on the possibility of action against one’s philosophers, as well as empirical research and case better judgment, and his refections on the nature Prerequisite: At least two courses in philosophy or permission studies relating to the WTO. of the instructor. Not open to first year students. Prerequisite: Open to students who have taken one 200-level of human virtue and well-being. Readings will Distribution: Epistemology and Cognition include several of Spinoza’s works, a few excerpts course in philosophy, political science or economics or by Semester: Spring Unit: 1.0 permission of the instructor. from his contemporaries, and the interpretive Distribution: Religion, Ethics and Moral Philosophy or work of some recent commentators. PHIL 323 Seminar. Continental Philosophy Social and Behavioral Analysis Prerequisite: 221 or permission of the instructor de Warren Semester: N/O Unit: 1.0 Distribution: Epistemology and Cognition or Historical NOT OFFERED IN 2011-12. Studies Prerequisite: One 200-level philosophy course or permission PHIL 345 Seminar. Advanced Topics in Semester: N/O Unit: 1.0 of instructor. Philosophy of Psychology and Social Science Distribution: Religion, Ethics, and Moral Philosophy McIntyre PHIL 310 Seminar. Ancient and Medieval Semester: N/O Unit: 1.0 Topic for 2011-12: Empathy, Perspective- Philosophy Taking, and Moral Judgment. The capacity to Gartner PHIL 325 The Free Will Problem empathize with others and the capacity to imagine Topic for 2011-2012: Belief, Desire, Action: McIntyre the differing perspectives of other people seem Ancient Moral Psychology. This course will NOT OFFERED IN 2011-12. Do we ever act essential to moral judgment, yet empathy and per- examine ancient philosophical views about the with freedom of the will? To address this ques- spective-taking have plenty of non-moral uses in nature of beliefs and desires and their roles as tion, philosophers typically start by analyzing the the social lives of humans too. What distinguishes sources of motivation for action. We will concen- concept of free will. Some conclude that a choice the moral uses of these capacities from their use in trate on the diverse answers that Plato, Aristotle that is caused by antecedent states or is causally non-moral contexts? Are they as essential to mak- and select Hellenistic philosophers offer to the determined could not be an instance of free ing moral assessments of others’ behavior as they following questions: What kinds of contents do will. This approach can lead to skepticism about seem? To explore these questions we will begin beliefs have? In cases where the soul has more than whether free will actually exists. Others start with with discussions of the “mechanism of sympathy” one part, does each part of the soul possess beliefs? the assumption that free will must exist because it in the works of David Hume and Adam Smith How do beliefs infuence our desires? What sorts is the trait that explains and justifies our practice and their sentimentalist accounts of moral judg- of desires are bad? When we have conficting of holding people responsible for what they do. ment, before broadening the discussion to include desires, how do we come to act in accordance with This approach leaves it open what free will might contemporary work on empathy, emotion, and only one of these desires? turn out to be. Variations on these two strategies moral judgment in philosophy, psychology and Prerequisite: 210 or equivalent preparation with permission in the work of philosophers, psychologists, and neuroscience. of the instructor neuroscientists will be scrutinized and evaluated Prerequisite: One course in philosophy. Distribution: Epistemology and Cognition or Historical as we formulate our own positions in the free Distribution: Religion, Ethics, and Moral Philosophy Studies Semester: Fall Unit: 1.0 Semester: Spring Unit: 1.0 will debate. Prerequisite: At least two courses in philosophy, psychology, PHIL 313 Seminar. Metaphysics or neuroscience, or permission of the instructor. Not open to PHIL 349 Seminar. Speech Acts first year students. McGowan McGowan Distribution: Epistemology and Cognition NOT OFFERED IN 2011-12. This seminar will NOT OFFERED IN 2011-12. Semester: N/O Unit: 1.0 Constructionism. This course will survey various survey various philosophical issues and applica- ways in which we make facts about our world. tions of speech act theory. Particular attention will That certain facts are constructed (e.g., speed lim- be paid to utterances that enact facts about what is its and checkmates) is uncontroversial. Substantive permissible for others, the role of authority in this,

163 Philosophy and indirect speech acts. Recent applications of Requirements for the Minor speech act theory to free speech (e.g., hate speech Department of Physical and pornography) will also be discussed. The minor in philosophy consists of five units. No Prerequisite: 207 or permission of the instructor. more than one of these units may be at the 100 Education, Recreation Distribution: Epistemology and Cognition level; PHIL 201 or 221 is required of all minors; Semester: N/O Unit: 1.0 at least one of the five units must be at the 300 and Athletics level. PERA Professor of the Practice: Belgiovine (Chair PHIL 350 Research or Individual Study and Athletic Director) Prerequisite: Open to juniors and seniors by permission. Honors Distribution: None PERA Associate Professor of the Practice: Semester: Fall, Spring Unit: 1.0 Honors in the Philosophy major may be earned Bauman, Dix, Kroll, O’Meara, Webb by writing a thesis or a set of related essays, and PERA Assistant Professor of the Practice: Berry, PHIL 350H Research or Individual Study passing an oral examination. King, Kuscher, Makerney, McPhee, Mohammed, Prerequisite: Open to juniors and seniors by permission. To be admitted to the thesis program, a student Salapek, Spillane Distribution: None must have a grade point average of at least 3.5 in Semester: Fall, Spring Unit: 0.5 Instructor: Babington, Cameron, Chin, Giford, all work in the major field above the 100-level; the Gillotti, Grande, Harkless, Hayden-Ruckert, PHIL 360 Senior Thesis Research department may petition on her behalf if her GPA Kaliouby, Liung, Magill, Owen, Sieck, Ulissey, in the major is between 3.0 and 3.5. Members Volpe-Strouse, Weaver, Wilson Prerequisite: By permission of department. See Academic of the department also prefer to see the following Distinctions. The Department of Physical Education, criteria satisfied by the end of the junior year: Distribution: None Recreation and Athletics is dedicated to promot- Semester: Fall, Spring Unit: 1.0 1. 201 and 221 completed ing students’ intellectual success and balanced 2. at least six philosophy courses completed living through increased knowledge, skill develop- PHIL 370 Senior Thesis ment, and participation in physical activity and Prerequisite: 360 and permission of department. 3. at least one 300-level seminar that demonstrates the ability to work independently sports. PERA engages and challenges all students Distribution: None through diverse physical education curriculum, Semester: Fall, Spring Unit: 1.0 completed with a grade of A or A–. varied types and levels of recreation and competi- tive varsity athletics, affirming the undergraduate Courses for Credit Toward Transfer Credit degree requirement as an essential component of a the Major The department participates in exchange programs liberal arts education. with Brandeis and MIT. Both schools have excel- EDUC 102/WRIT 125 Education in lent philosophy departments, and students are PE 121 (Fall and Spring) Physical Education Philosophical Perspective encouraged to consult the respective catalogs for Requirement offerings. To complete the College degree requirement in Department Information physical education, a student must earn at least eight physical education credit points through The philosophy department divides its courses and physical education classes, varsity athletics, or rec- seminars into three subfields: reation programming. These credit points do not (A) the history of philosophy: 201, 221, 222, 224, count as academic units toward the degree, but 230, 239, 300, 301, 310, 323 (when the topic is are required for graduation. Students are strongly appropriate), 349 (when the topic is appropriate); urged to fulfill the requirement by the end of the (B) value theory: 106, [110], 202, 203, 204, 206, sophomore year. There are no exceptions for the [210], 211, 212, 213, 233, 235, 236, 249, 310, degree requirement in physical education and 323 (when the topic is appropriate), 326, [340], athletics. 342, 349 (when the topic is appropriate); Upon fulfilling the Physical Education 121 (C) metaphysics and theory of knowledge: 103, Requirement, students will possess the following 207, 208, [209], 211, 215, 216, 217, 218, 233, knowledge and skill sets. These competencies 239, 245, 300 (when the topic is appropriate), are the foundation of a healthy, balanced life 301, 313, 323 (when the topic is appropriate), and instrumental to a well-rounded liberal arts 325, 345, 349 (when the topic is appropriate) education. All students who participate in the PERA pro- Requirements for the Major grams will: The major in philosophy consists of at least ••Acquire knowledge of and competence in funda- nine units. PHIL 201 and 221 are required of mental and advanced motor skills that will allow all majors. In order to assure that all majors are students to enjoy regular physical activity. familiar with the breadth of the field, every major ••Demonstrate an understanding of the funda- must take at least two units in each of subfields mental training principles that apply to cardio- B and C. Majors are strongly encouraged to take vascular fitness, fexibility, and strength. a third unit in subfield A. Students planning graduate work in philosophy should take PHIL ••Develop strategies for self-assessment and 216 and acquire a reading knowledge of Latin, goal-setting to achieve fitness and sport-related Greek, French, or German. In order to assure that objectives. students have acquired some depth in philosophy, ••Understand the link between regular physical the department requires that each major complete activity and improvements in mood, cognition, at least two 300-level units; these units must be and academic performance. in different subfields of philosophy and at least ••Adapt quickly to challenging situations one of the 300-level units must be a philosophy as a result of being exposed to risk-taking seminar (as opposed to 350 Independent Study, or opportunities. 360 or 370 Honors Thesis).

164 Physical Education, Recreation and Athletics Requirements for Completion Fitness While the College encourages students to take Cardio Fitness 1, 2 advantage of many recreational opportunities, Most students fulfill the PE 121 requirement by Boot Camp Training 1, 2 students may earn credit for recreational activity taking two or more physical education classes. Fusion Fitness 1, 2 only once, for a maximum of two credit points. Students may also earn credit-points for partici- Pilates 1, 2 Students must fulfill the remainder of the gradu- pation on one or more of Wellesley’s 14 varsity Beginning Spinning 1, 2, 3, 4 ation requirement either through physical educa- athletic teams or for participation in a depart- Strength Training 1, 2 tion course work or varsity athletics. ment-approved, College-sponsored recreational Strength Training II 1 program (maximum two credits). Qualified Zumba 1, 2, 3, 4 PE 205 Sports Medicine students may also earn physical education credit Martial Arts Bauman for pre-approved independent study programs Self-Defense 1 The course combines the study of biomechanics (maximum four credits). Tai chi 1 and anatomic kinesiology. It focuses on the effects No student is exempt from the physical education Kung Fu 2 of the mechanical forces that arise within and and athletics requirement. If a student has a tem- Sports outside the body and their relationship to injuries porary or permanent medical restriction, the stu- Archery 1 of the musculoskeletal system. In addition to the dent may work with PERA and Health Services to Badminton 1, 2 lectures, laboratory sessions provide a clinical arrange an activity program to serve the student’s Fencing 2, 3 setting for hands-on learning and introduce stu- individual needs. Golf 1, 4 dents to the practical skills involved in evaluating Incoming transfer students are awarded partial Horseback Riding 1, 2, 3, 4 injuries, determining methods of treatment and credit toward the physical education requirement Rock Climbing 1 establishing protocol for rehabilitation. An off-site dependent upon year and semester of admission. Downhill Skiing 3 cadaver lab reinforces identification of anatomical Typically, students admitted as sophomores will Snowboarding 3 structures. Academic credit only. be expected to complete four credit points at Squash 1, 2 Prerequisite: None Wellesley. Students admitted as juniors or as a Table Tennis 1, 2 Distribution: None Semester: Spring Unit: 1.0 Davis Scholar will be considered as having com- Elementary Tennis 1, 2 pleted the degree requirement. Intermediate Tennis 1, 2 A. Physical Education Instructional Classes Yoga (maximum credits: unlimited) Beginning Yoga 1, 2 Physical education activity classes are scheduled Continuing Yoga 2 either for a semester (12 weeks) or a term (6 B. Athletics Teams (maximum credits: weeks). Semester courses are worth four credit unlimited) points while term courses are worth two credit The intercollegiate program offers 14 sports points. through which a student may earn credit points All classes are graded on a credit/noncredit basis: towards the completion of the degree require- CR—Credit for course completed satisfactorily. ment. The athletics program is divided into three NC—No credit for course not completed satis- seasons: fall, winter, and spring. factorily. Inadequate familiarity with the content Athletic Team Season of the course or excessive absence may result in an Basketball Winter NC grade. Crew (Novice or Varsity) Fall/Spring Students may take a given physical education class Cross Country Fall only once for credit. Students are encouraged to Fencing Winter continue to enroll in physical education classes Field Hockey Fall after they complete the PE 121 requirement to Golf Fall/Spring support their own individual fitness and wellness. Lacrosse Spring Soccer Fall Physical Education Courses Softball Spring For course descriptions, see http://web.welles- Squash Winter ley.edu/web/Athletics/PhysicalEducation/cur- Swimming Winter riculum.psml Tennis Fall/Spring Aquatics Semester Term Track and Field Spring Canoeing 1, 4 Volleyball Fall Sailing 1, 4 Enrollment and eligibility for earning credit Elementary Swimming 1, 2 points for intercollegiate athletics is limited to Aquatic Games 4 those students who are selected to the team by the Dance head coach. Notices of organizational meetings African Dance 1 and tryouts for these teams are distributed each Afro-Brazilian Dance 2 year by head coaches. Ballet 1, 2 C. Recreation: Intramural Crew, Dance or Ballet II 1, 2 Sport Clubs (maximum credits: two points) Ballet III 1 The college offers students the opportu- Classical Indian Dance 1 nity to engage in a variety of recreational Jazz I 1 activities through a partnership between Physical Jazz II 2 Education, Recreation and Athletics and Student Modern Dance 2 Activities. Activities that include at least 10 hours Modern Dance II 1 of formal instruction under the guidance of a qualified instructor—such as dorm crew, class crew, and some dance and sport clubs—are worth two credit points. Offerings and notice of orga- nizational meetings and participation for these clubs are available through Physical Education, Recreation and Athletics and Student Activities.

165 Physical Education, Recreation and Athletics Prerequisite: Fulfillment of the basic skills component of the used as needed. Laboratories introduce experi- Department of Physics Quantitative Reasoning requirement. mental approaches to these topics. Students with Distribution: Mathematical Modeling or Natural and a strong background in mathematics or previous Professor: Berg (Chair), Ducas, Stark Physical Science Semester: Fall Unit: 1.0 experience in physics should consider PHYS 107. Associate Professor: Hu, Lannert, Quivers May not be taken in addition to 107. Senior Instructor in Physics Laboratory: Bauer, PHYS 102 Physics for Modern Living Prerequisite: Fulfillment of the basic skills component of the Caplan, Wardell Lannert Quantitative Reasoning requirement; Corequisite: calculus at Will the house of the future have an LED in every the level of MATH 115. A major in physics involves the study of the Distribution: Mathematical Modeling or Natural and universal principles underlying phenomena rang- socket and a hybrid car in the driveway? What Physical Science ing from the behavior of subatomic particles to do you need to build a nuclear bomb? What Semester: Fall, Spring, Summer Unit: 1.25 the structure of the universe. It also entails the do cool roofs have to do with the greenhouse applications of these principles to the phenomena effect and night-vision goggles? This course cov- PHYS 106 Fundamentals of Electricity, we observe every day and to the technology used ers physics topics with applications to current Magnetism, and Optics with Laboratory to explore the world and address people’s needs. events. Stressing conceptual understanding and Hu (Fall), Hu (Spring), Quivers (Spring) Important components of the major are: model- critical reasoning, it gives students the physics This second semester of classical physics concen- ing, problem-solving, and developing the critical background that will help them make informed trates on the fundamental forces of electricity and thinking skills necessary to address fundamental decisions and cogent arguments on matters of magnetism. The electric and magnetic forces are questions about Nature. To acquire these skills our technology, energy policy, and public safety. We entirely responsible for the structures and interac- majors engage in active inquiry in the classroom will cover topics such as energy, heat, gravity, tions of atoms and molecules, the properties of all and teaching laboratories and in performing exponential growth, light, and quantum mechan- solids, and the structure and function of biologi- research. In addition to preparing students for ics as they apply to fuel cells, refrigerators, satel- cal material. Our technological society is largely graduate study in physics or engineering, a major lites, nuclear reactors, LCD screens and lasers. dependent on the myriad applications of the in physics is an excellent basis for a career in other Mathematics used will be limited to high school physics of electricity and magnetism, e.g., motors sciences, business, public policy, medicine, law algebra and scientific notation.Not to be counted and generators, communications systems, and the and the arts. Physics majors will also be prepared toward the minimum major or to fulfill entrance architecture of computers. After developing quan- with fundamental intellectual tools to support requirement for medical school. titative descriptions of electricity and magnetism, their lifelong learning in a rapidly changing world. Prerequisite: Fulfillment of the basic skills component of the we explore the relations between them, leading us Quantitative Reasoning requirement. Goals for the Major to an understanding of light as an electromagnetic Distribution: Mathematical Modeling or Natural and phenomenon. The course will consider both ••The Wellesley physics major is designed to give Physical Science Semester: Spring Unit: 1.0 ray-optics and wave-optics descriptions of light. students an effective and engaging sequence of Laboratory exercises will emphasize electrical experiences to prepare them for graduate study PHYS 103 The Physics of Marine Mammals circuits, electronic measuring instruments, optics, or any of the subsequent paths listed above. and optical experiments. PHYS 106 does not Physics courses for the first three semesters have Ducas NOT OFFERED IN 2011-12. Sperm whales normally satisfy the prerequisites for 202 or 203 and laboratory components that provide hands-on does not count toward themajor. training in investigating the physical world and can dive down thousands of feet, stay submerged Prerequisite: 104 and calculus at the level of MATH 115. exposure to modern equipment and analytical for over an hour, and resurface rapidly. Many marine mammals thrive in arctic waters, sense the Distribution: Mathematical Modeling or Natural and tools. There is also a two-term mathematical Physical Science methods sequence that focuses on the link world around them using sound, and move with Semester: Fall, Spring Unit: 1.25 between mathematics and physics that is central phenomenal efficiency. In this course, we will to the modeling process. Our core upper-level learn the physics underlying the remarkable abili- PHYS 107 Principles and Applications of courses include advanced work in three fields ties of these aquatic mammals. Marine mammal Mechanics with Laboratory fundamental to the understanding of the many characteristics and the associated scientific topics Berg (Fall), Lannert (Fall), Stark (Spring) special topics within the discipline as well as an include: diving and swimming (ideal gas law, Newtonian mechanics governs the motion of advanced laboratory course that gives students fuids, and forces); metabolism (energy, thermody- objects ranging from biological cells to galaxies. experience in modern experimental techniques. namics, and scaling); and senses (waves, acoustics, The fundamental principles of mechanics allow us and optics). This course represents a naturally ••Most courses meet three times weekly. If indicat- to begin to analyze and understand the physical interdisciplinary approach in connecting biology, world. In this introductory calculus-based course, ed, there is an additional three-hour laboratory chemistry and engineering principles to the phys- session weekly. we will systematically study the laws underlying ics we will study as we learn about these animals. how and why objects move, and develop analysis The course also emphasizes the development of techniques for applying these laws to everyday PHYS 101 Einstein’s Century: Physics in the modeling and problem-solving techniques. Whale situations. Broadly applicable problem-solving Last 100 Years watch. Not to be counted toward the minimum skills will be developed and stressed. Topics Stark major or to fulfill entrance requirement for medical include: forces, energy, momentum, rotations, In 1905, Albert Einstein published three seminal school. gravity, and waves, and a wide range of applica- papers in the history of modern science, intro- Prerequisite: Fulfillment of the basic skills component of the tions. Laboratories focus on hands-on approaches ducing the theory of special relativity, launching Quantitative Reasoning requirement. to these topics. the field of quantum mechanics, and helping Distribution: Mathematical Modeling or Natural and Prerequisite: Fulfillment of the basic skills component of the establish the atomic nature of matter. We will use Physical Science Semester: N/O Unit: 1.0 Quantitative Reasoning requirement. Calculus at the level of Einstein’s contributions as a springboard for an MATH 115. Not open to students who have taken 104. introductory exploration of the natures of light, Distribution: Mathematical Modeling or Natural and PHYS 104 Fundamentals of Mechanics with matter, space, and time. PHYS 101 is designed Physical Science Laboratory for the student who may not have a strong science Semester: Fall, Spring Unit: 1.25 background, but would like an introduction to Ducas (Fall), Quivers (Fall), Quivers (Spring) the major themes of physics in the last 100 years. This course is a systematic introduction to PHYS 108 Principles and Applications of In addition to lectures and demonstrations we will Newtonian mechanics, which governs the motion Electricity, Magnetism, and Optics with have readings that draw from the biographical and of objects ranging from biological cells to galax- Laboratory historical contexts in which these ideas developed. ies. Primary concepts such as mass, force, energy, Stark (Fall), Berg (Spring) We will make use of basic high school algebra, and and momentum are introduced and discussed in The electromagnetic force, one of the fundamental some trigonometry, in our work. Not to be counted depth. We will place emphasis on the conceptual interactions in nature, is responsible for a remark- toward the minimum major or to fulfill entrance framework and on using fundamental principles ably wide range of phenomena and technologies, requirement for medical school. to analyze the everyday world. Topics include: from the structures of atoms and molecules to the Newton’s Laws, conservation of energy, conserva- transmission of nerve impulses and the charac- tion of momentum, rotations, waves, and fuids. teristics of integrated circuits. This introductory Concepts from calculus will be developed and course begins with the study of Coulomb’s law of electrostatics and progresses through investigations 166 Physics of electric fields, electric potential energy, magnet- second law of thermodynamics. Einstein’s theory use principles of physics from mechanics, fuids, ic fields, and Faraday’s law of magnetic induction. of special relativity, another cornerstone of mod- electricity and magnetism, thermodynamics, The course culminates in the study of light, where ern physics, will also be introduced. acoustics and optics to model aspects of human the deep connections between electricity and mag- Prerequisite: 108, MATH 116 or 120; Corequisite: MATH structural design and performance such as respira- netism are highlighted. Geometrical optics and an 215 tion, circulation, muscle and nerve operation, introduction to interference effects caused by the Distribution: Mathematical Modeling or Natural and heat regulation, hearing and vision. We will also electromagnetic wave nature of light are covered. Physical Science. Fulfills the Quantitative Reasoning overlay study the principles underlying modern medical course requirement. Laboratories, a central part of the course, provide Semester: Fall Unit: 1.25 technology, such as ultrasound imaging, computer students with hands-on experiences with electron- aided tomography (CT scans), magnetic resonance ics and electronic and optical instruments. PHYS 207 Intermediate Mechanics imaging (MRI), positron emission tomography Prerequisite: 107 (or 104 and permission of the instructor), Hu (PET scans) and applications of lasers in diagnosis and MATH 116 or 120. Not open to students who have The basic laws of Newtonian mechanics will be and surgery. taken 106. Prerequisite: 104/107 in addition to BISC [213] or 106/108, Distribution: Mathematical Modeling or Natural and revisited in this course using more sophisticated mathematical tools. Special attention will be paid Mathematics at the level of MATH 115 or higher, or by per- Physical Science mission of the instructor. Semester: Fall, Spring Unit: 1.25 to harmonic oscillators, central forces, planetary Distribution: Mathematical Modeling or Natural and orbits and the motion of rigid bodies. Newton’s Physical Science PHYS 116/CS 116 Robotic Design Studio laws will be applied to a simple continuous Semester: N/O Unit: 1.0 Berg medium to obtain a wave equation as an approxi- NOT OFFERED IN 2011-12. This first-year mation. Properties of mechanical waves will be PHYS 250 Individual Study seminar introduces liberal arts students to the discussed. Nonlinear dynamics and chaos will be Prerequisite: Open by permission to students essence of engineering while designing and assem- introduced. who have taken 107. bling robots out of LEGO® parts, sensors, motors, Prerequisite: 108, MATH 215; Corequisite: 216 or permis- Distribution: None and tiny computers. Fundamental robotics skills sion of the instructor. Not open to students who have taken Semester: Fall, Spring Unit: 1.0 are learned in the context of studying and modify- 306. ing a simple robot known as SciBorg. Then, work- Distribution: Mathematical Modeling or Natural and PHYS 250H Individual Study Physical Science Prerequisite: Open by permission to students who have taken ing in small teams, students design and build their Semester: Spring Unit: 1.0 own robots for display at a robot exhibition. These 107. Distribution: None projects tie together aspects of a surprisingly wide PHYS 210 Techniques for Experimentalists Semester: Fall, Spring Unit: 0.5 range of disciplines, including computer science, Berg, Stark physics, engineering, and art. Students may register This course provides a hands-on introduction to PHYS 302 Quantum Mechanics for either PHYS 116 or CS 116 and credit will be the art and craft of the experimental scientist, Lannert granted accordingly. focusing on a variety of techniques of broad appli- This course provides a comprehensive develop- Prerequisite: None. Open to first-year students only. cability to laboratory work in the natural sciences. ment of the principles of non-relativistic quantum Distribution: Natural and Physical Science Topics include an introduction to electronics and mechanics, the fundamental theory of electrons, Semester: N/O Unit: 1.0 other skills needed for the effective and fexible use atoms, and molecules. Quantum mechanics PHYS 118 First-year Seminar: Physics of Music of modern scientific instrumentation. The course governs the building blocks of all matter, and yet and Musical Acoustics meets for twelve three-hour sessions during the fundamentally challenges our physical intuition, first half of the term. which is based on the behavior of everyday mac- Ducas roscopic objects. Topics include the postulates of The connection between music and physics is both Prerequisite: 108. Not open to students who have taken 310. Distribution: Mathematical Modeling or Natural and quantum mechanics, the Schrödinger equation, deep and wide. It extends from the mathematical Physical Science operator theory, the Heisenberg uncertainty prin- basis of scales and musical structure to the physi- Semester: Spring Unit: 0.5 ciple, the hydrogen atom, and spin. cal basis of the design of instruments, the digital production of music, our perception of sound, Prerequisite: 202, 203 or 207, and 216 PHYS 216 Mathematics for the Sciences II Distribution: Mathematical Modeling or Natural and and concert hall acoustics. This first-year seminar Lannert Physical Science will provide hands-on opportunities for students When laws of nature are written in advanced Semester: Fall Unit: 1.0 to explore these connections. There will also be mathematical forms, gradient, divergence, and performances and demonstrations by musicians to curl are frequently encountered. In this course, PHYS 305 Statistical Mechanics and illustrate the characteristics of instruments as well we study these mathematical operations in the Thermodynamics as of the human voice. broader context of differential and integral vec- Ducas Prerequisite: Open to first-year students only. Fulfillment of tor calculus, with an emphasis on their physical Modern statistical mechanics builds from the the basic skills component of the Quantitative Reasoning meanings. Fourier transforms and partial differ- quantum nature of individual particles to describe requirement. ential equations, which are used throughout the the behavior of large and small systems of such Distribution: Natural and Physical Science or Mathematical Modeling physical sciences, are also discussed. The course particles. In this course, we will derive the fun- Semester: Spring Unit: 1.0 ends with an introduction to numerical methods, damental laws of thermodynamics using basic which is widely used in most modern scientific principles of statistics and investigate applica- PHYS 202 Introduction to Quantum and engineering fields when analytical solutions to tions to such systems as ideal and real atomic Mechanics and Thermodynamics with algebraic or differential equations do not exist. We and molecular gases, radiating bodies, magnetic Laboratory use MATLAB®, a popular high-level programming spins, and solids. We will study Bose-Einstein and Ducas language. Part of the course is similar to MATH Fermi-Dirac statistics and learn about exciting The development of quantum mechanics repre- 205, but topics closely related to physics—the new developments, such as Bose-Einstein conden- sented one of the most fundamental revolutions in theorems of Gauss and Stokes, spherical and cylin- sation and ultra-cold Fermi gases. We will cover our understanding of the natural world. Quantum drical coordinates—are discussed in depth. additional applications of statistical mechanics in mechanics forms the basis for our knowledge Prerequisite: MATH 215 the fields of biology, chemistry, and astrophysics. of atoms, molecules, and solid-state systems Distribution: Mathematical Modeling Prerequisite: 202 and 216 as well as of nuclei and fundamental particles. Semester: Spring Unit: 1.0 Distribution: Mathematical Modeling or Natural and Thermodynamics deals with the concepts of heat Physical Science Semester: Spring Unit: 1.0 and temperature and their connection to proper- PHYS 222 Medical Physics ties of matter and to processes in natural and Ducas PHYS 306 Advanced Classical Mechanics constructed systems. This course introduces both NOT OFFERED IN 2011-12. This course Hu of these important branches of physics and looks covers applications of physics to two important The basic laws of Newtonian mechanics are at their links by investigating such phenomena areas of medical science: the mechanisms of the revisited in this course using advanced math- as atomic and molecular heat capacities, and the human body and the design of modern diagnostic ematical tools such as differential equations and statistical basis for blackbody radiation and the and treatment devices and techniques. We will

167 Physics linear algebra. Special attention is paid to central as developed by Maxwell. Topics include bound- their second year. All students majoring in physics forces, planetary orbits, oscillations, and rigid ary value problems, electromagnetic radiation and are urged to develop proficiency in the use of one body dynamics. In addition, Hamilton-Lagrange its interaction with matter, and the connection or more computer languages. mechanics, an alternative to Newtonian mechan- between electrodynamics and relativity. ics, nonlinear dynamics, and chaos are introduced. Prerequisite: 108, 207 or 306, and 216 Requirements for the Minor Prerequisite: 203 and 216. Not open to students who have Distribution: Mathematical Modeling or Natural and taken 207. Physical Science For students for entered the College in the Fall Distribution: Mathematical Modeling or Natural and Semester: Fall Unit: 1.0 of 2009 or later, a minor in physics (six units) Physical Science should ordinarily include: 104 or 107, 108, 202, Semester: Fall Unit: 1.0 PHYS 349 Applications of Quantum Mechanics 207, 302 and one other unit at the 300 level (350 with Laboratory cannot be counted as the other 300-level unit). PHYS 310 Experimental Physics Stark MATH 215 and PHYS 216 are also required. Berg, Stark NOT OFFERED IN 2011-12. Quantum Modern experimental physics draws on a wide mechanical techniques such as perturbation theory For students for entered the College prior to the range of laboratory skills, design strategies, and and the numerical solutions to the Schrödinger Fall of 2009 a minor in physics (six units) should analysis techniques. The experimentalist approach- equation will be developed. Applications to prob- ordinarily include: 104 or 107, 108, 202, [203], es each measurement with an array of tools, from lems in atomic, molecular, and condensed matter 302 and one other unit at the 300 level (350 the effective use of sophisticated instrumentation physics will be studied both theoretically and cannot be counted as the other 300-level unit). and the construction of home-built equipment experimentally. MATH 215 and PHYS 216 are also required. to the evaluation of experimental uncertainties. Prerequisite: 302 or CHEM 333 This course offers a comprehensive introduction to Distribution: Mathematical Modeling or Natural and Honors experimental physics as it is carried out in research Physical Science settings. An introduction to laboratory electronics Semester: N/O Unit: 1.25 The only route to honors in the major is writing is followed by a sequence of experiments that illus- a thesis and passing an oral examination. To be trate the use of electronic, mechanical, and optical PHYS 350 Research or Individual Study admitted to the thesis program, a student must instruments to investigate fundamental physical Prerequisite: Open by permission to juniors and seniors. have a grade point average of at least 3.5 in all phenomena in nuclear, atomic, molecular, and Distribution: None work in the major field above the 100-level; the condensed matter systems. Scientific writing skills Semester: Fall, Spring Unit: 1.0 department may petition on her behalf if her GPA and oral presentation skills receive focused atten- in the major is between 3.0 and 3.5. See Academic tion. An emphasis on independent work is gradu- PHYS 350H Research or Individual Study Distinctions. ally developed throughout the semester. Prerequisite: Open by permission to juniors and seniors. Distribution: None Prerequisite: 202 Semester: Fall, Spring Unit: 0.5 Teacher Certifcation Distribution: Mathematical Modeling or Natural and Physical Science Students interested in obtaining certification Semester: Spring Unit: 1.25 PHYS 360 Senior Thesis Research to teach physics in the Commonwealth of Prerequisite: By permission of department. See Academic Massachusetts should consult the chairs of the PHYS 311/ASTR 311 Elements of Astrophysics Distinctions. education and physics departments. McLeod (Astronomy) Distribution: None Semester: Fall, Spring Unit: 1.0 Astrophysics is the application of physics to the Transfer Credit study of the universe. We will use elements of PHYS 370 Senior Thesis mechanics, thermodynamics, electromagnetism, In order to obtain Wellesley credit for any physics quantum mechanics, special relativity, and nuclear Prerequisite: 360 and permission of department. course taken at another institution, during the Distribution: None summer or the academic year, approval must be physics to investigate selected topics such as Semester: Fall, Spring Unit: 1.0 planets, the life stories of stars and galaxies, dark obtained from the chair of the department prior matter, and the origin of the universe. Our goals to enrolling in the course. There is a limit of one will be to develop insight into the physical under- Related Courses physics course for which transfer credit may be pinnings of the natural world, and to develop a Attention Called given. In general, courses from two-year colleges “universal toolkit” of practical astrophysical tech- will not be accepted at any level. These restric- niques that can be applied to the entire celestial MATH 215 Mathematics for the Sciences I tions normally apply only to courses taken after menagerie. These tools include scaling analysis, matriculation at Wellesley. Transfer students wish- numerical solutions to complex problems, and Requirements for the Major ing to obtain credit for physics courses taken prior other research approaches advanced in profes- to matriculation at Wellesley should consult the sional literature. Students may register for either For students who entered the College in the Fall chair of the department. PHYS 311 or ASTR 311 and credit will be granted of 2009 or later, a major in physics should ordi- accordingly. Normally ofered in alternate years. narily include: 107, 108, 202, 207, 302, 305, 310, Advanced Placement and Prerequisite: PHYS 202 and [203] or 207, or by permission and 314. MATH 215 and PHYS 216 are addi- of the instructor. tional requirements. [219] and 349 are strongly Exemption Examinations Distribution: Mathematical Modeling or Natural and recommended. One unit of another laboratory If a student has a strong physics background (AP, Physical Science science is recommended. Semester: Spring Unit: 1.0 IB physics credits or the equivalent) and wishes For students who entered the College prior to the to be exempted from our introductory courses for PHYS 314 Electromagnetic Theory Fall of 2009, a major in physics should ordinarily the purpose of enrolling in a higher-level physics Quivers include: 107, 108, 202, [203], 302, 305, 306, and course, she must pass an exemption examination Richard Feynman once said, “From a long view of 314. MATH 215 and PHYS 216 are additional administered by the department. Sample examina- the history of mankind—seen from, say, ten thou- requirements. [219] and 349 are strongly recom- tions are available from the department. Students sand years from now—there can be little doubt mended. One unit of another laboratory science is may not receive more than two units of credit for that the most significant event of the nineteenth recommended. the introductory physics sequence. For example, century will be judged as Maxwell’s discovery of All students who wish to consider a major in a student who enrolls in both PHYS 107 and 108 the laws of electrodynamics. The American Civil physics or a related field are urged to complete will not also receive AP or IB credit. War will pale into provincial insignificance in the introductory sequence (107 and 108) as soon comparison with this important scientific event of as possible, preferably in the first year. A strong the same decade.” In this course we will study the mathematics background is necessary for advanced classical theory of electromagnetic fields and waves courses. It is suggested that students complete MATH 115 and 116 or 120 in their first year and the MATH 215-PHYS 216 sequence no later than

168 Physics Engineering focus on its 20th century Revolution, its distinc- Department of Political tive political system, and its current social, eco- Students interested in engineering should consult nomic and political challenges. We will examine the course listings in Extradepartmental and enroll Science its complex relationship with the United States, in EXTD 160, Introduction to Engineering. Professor: Burke, Euben, Joseph A2, Just A2, Krieger emphasizing the dual issues of immigration and This course is intended to be a gateway experi- drugs. ence for possible subsequent engineering studies (Chair), Moon, Murphy, Paarlberg A2 Prerequisite: None. Open to first-year students only. such as the engineering certificates from the Olin Associate Professor: Candland , Scherer Distribution: Social and Behavioral Analysis College of Engineering. The Special Academic Assistant Professor: Goddard, Grattan, Hajj, Han, Semester: Spring Unit: 1.0 Programs section contains a description of these MacDonald, Stout A certificates that represent groups of engineering POL 110 First-year Seminar: News and Politics: Wasserspring courses at Olin designed to complement a major Senior Lecturer: Reading Between the Lines at Wellesley. Additional information about taking Political Science is the systematic study of politics. Just courses at Olin can be found online at crossreg. It is the academic discipline that analyzes how Today the lines have blurred between straight olin.edu. Students also have opportunities to take power is defined, who does or should have power and opinionated news, hard and soft news, and courses at MIT via the Wellesley-MIT exchange in society, how those with power use or ought professional journalists and everyone else. New program. to use it, how those with less power challenge media formats, such as blogs and “The Daily it, and the effect of power on people’s lives. Show” and new media platforms, such as YouTube Political Science courses explore a wide range and Twitter, expand news choices. Which sources of questions regarding the concepts and norms should citizens trust? In this course students will central to the study of power and politics (e.g., evaluate evidence, arguments, and quality of news authority, domination, gender, freedom); the content in this rapidly changing environment. To structure and operations of law and institutions appreciate the challenges of news, students will (e.g., the U.S. Supreme Court, United Nations, engage in different kinds of political news writing, non-governmental organizations); the historical, including news stories, interviews, commentary, sociological and cultural factors involved in and investigation. political and economic development; social Prerequisite: None. Open to first-year students only. movements and processes (e.g., women’s Distribution: Social and Behavioral Analysis movements, immigration); comparative political Semester: Fall Unit: 1.0 systems (e.g., democracy, communism); political trends and transformations in various regions POL 112 First-year Seminar: Wars of Ideas in (e.g., East Asia, South Asia, Latin America); and International Relations analyses of current affairs in the many realms and Goddard contexts in which politics take place. This first year seminar examines “wars of ideas” in Goals for the Major international politics. How do changes in ideas shape international confict? To what extent do Our curriculum is specifically designed to achieve ideas and identities motivate foreign policies? several goals: Has international relations moved beyond states ••Provide majors with a broad background in the and their security interests, and is now driven discipline of political science through the study by a “clash of civilizations”? Historically, we will of the four subfields that comprise it: American explore the role of religion in shaping the modern politics and law, comparative politics, interna- state system in the 17th century, nationalism and tional relations and political theory. imperialism in the 19th century, and fascism, ••Help students develop the capacity to think criti- liberalism, and communism in the 20th century. cally about themselves and local, national and Contemporary case studies will look at ethnic global politics confict, the “resurgence” of religion in interna- tional politics, and the role of American national ••Train students to become informed and refective identity in the wars in Iraq and Afghanistan. citizens of a democracy, as well as knowledgeable about the global dynamics which infuence the Prerequisite: None. Open to first-year students only. Distribution: Social and Behavioral Analysis shape and content of political life Semester: Fall Unit: 1.0 ••Facilitate the acquisition of particular skills and tools, including the ability to read complex texts POL 120 Civil Rights Law closely; write clearly and well; think critically NOT OFFERED IN 2011-12. An introduction and analytically; generate and test hypotheses; to legal reasoning and argument through the anal- take and defend a position against the strongest ysis of civil rights cases. We will use the Socratic counterarguments. Method to probe the complexities of cases involv- ing race, gender, class, sexual orientation and Introductory Courses disability in such fields as education, employment, marriage and family life, housing and welfare. Emphasis on basic legal skills such as case analysis, POL 103 First-year Seminar: Mexico— issue-spotting, reasoning from precedent, and Revolution, Democracy and Drugs argumentation. Wasserspring Prerequisite: None Mexico is a country of remarkable contradictions. Distribution: Social and Behavioral Analysis Unleashing one of the great revolutions of the Semester: N/O Unit: 1.0 twentieth century in 1910, the revolutionaries and their heirs then ruled Mexico for 71 years. POL 199 Introduction to Research Methods in Developing a genuine multi-party political system Political Science only in the last decade, Mexico’s democracy now Stout faces an array of daunting challenges, including An introduction to the process of conducting the increasing power of drug cartels whose tactics research in political science. Students learn to pro- of violence and intimidation threaten the entire duce their own insights about how politics works nation. Our seminar will aim to make sense out and why certain political outcomes emerge. The of the fascinating puzzle that is Mexico. We will course addresses different approaches to asking

169 Political Science and answering questions, with a particular focus POL1 215 Courts, Law, and Politics POL1 315 Public Policy and Analysis on quantitative analysis. Students will design a Burke research project, formulate and test hypotheses NOT OFFERED IN 2011-12. The first part Fundamentals of the American legal system, of the course will examine how domestic public about politics, find ways to measure political phe- including the sources of law, the nature of legal nomena, and assess methods of empirical analysis policy is formulated, decided, implemented, and process, the role of courts and judges, and legal evaluated, at both the federal and local levels. and interpretation. The course provides a solid reasoning and advocacy. Examination of the inter- foundation for conducting empirical research and Both moral and political standards for making action of law and politics, and the role and limits policy will be examined. Factors that promote or is strongly recommended for students interested in of law as an agent for social change. independent research, a senior honors thesis, and/ impede the development and realization of ratio- Prerequisite: 200 or permission of instructor. or graduate school. nal, effective, and responsive public policy will be Distribution: Social and Behavioral Analysis reviewed. The second part of the course will be Prerequisite: Two courses in political science. Fulfillment of Semester: Spring Unit: 1.0 the basic skills component of the Quantitative Reasoning devoted to student research and presentations on selected policy topics, including public schools, requirement. Not open to students who have taken or are POL1 247 Constitutional Law taking MATH 101, MATH 101Z, ECON 103/SOC 190, public transportation, homelessness, the environ- QR 180, [QR 199], or PSYC 205. NOT OFFERED IN 2011-12. This course is a ment, and drug enforcement. Distribution: Social and Behavioral Analysis. Fulfills the survey of landmark decisions of the U.S. Supreme Prerequisite: 200 or 210 or permission of instructor. Quantitative Reasoning overlay course requirement. Court throughout American history. The course Distribution: Social and Behavioral Analysis Semester: Spring Unit: 1.25 covers both cases about the structure of our gov- Semester: N/O Unit: 1.0 ernment and cases interpreting the Bill of Rights American Politics and Law and the Fourteenth Amendment. Topics include POL1 316 Mass Media in American Democracy executive powers, congressional authority under NOT OFFERED IN 2011-12. Focus on the the Commerce Clause, nation-state relations, eco- POL1 200 American Politics mass media in the American democratic process, nomic liberties, freedom of the press, the right to Burke, Han, Scherer, Stout including the effect of the news media on the privacy, the rights of the criminally accused, and The institutions, processes, and values that shape information, opinions, and beliefs of the public, the civil rights of women and minorities. American politics. The origins and evolution of the electoral strategy of candidates, and the deci- the U.S. Constitution, and the institutions it Prerequisite: 200 or permission of instructor. sions of public officials. Discussion of news values, Distribution: Social and Behavioral Analysis journalists’ norms and behaviors, and the produc- created: Congress, the executive branch, the presi- Semester: N/O Unit: 1.0 dency, the federal court system and federalism. tion of print and broadcast news. Evaluation of news sources, priorities, bias, and accessibility. Analysis of “intermediary” institutions including POL1 303 The Politics of Crime Attention to coverage of national and interna- political parties, interest groups, elections, and Scherer tional affairs, as well as issues of race and gender. the media. Study of enduring debates over values This course will explore major topics on Questions of press freedom and journalistic ethics in American politics, with particular attention to criminal policy and procedure through the lens are explored. conficts over civil rights and civil liberties. of American politics. This year, the course cover Prerequisite: None the following topics: the Supreme Court and civil Prerequisite: 200 or 210 or permission of instructor. Distribution: Social and Behavioral Analysis Distribution: Social and Behavioral Analysis liberties; race, gender, class and crime; the death Semester: Fall, Spring Unit: 1.0 Semester: N/O Unit: 1.0 penalty; prison reform; and the war on drugs. POL1 210 Political Participation and Influence Prerequisite: 200 or permission of instructor. POL1 317S Seminar. Health Politics and Policy Distribution: Social and Behavioral Analysis Burke NOT OFFERED IN 2011-12. It is no secret Semester: Spring Unit: 1.0 The American system of health care is distinctive. that some people have a lot of resources (money, Financing is provided through voluntary employer knowledge, status) and others have little. This POL1 313 American Presidential Politics contributions, tax subsidies, individual payments course examines the political consequences of NOT OFFERED IN 2011-12. Analysis of the and an array of public programs, principally inequalities in different political arenas from the central role of the president in American politics Medicare and Medicaid—but despite the variety ballot box to the courts, from the legislature to and the development and operation of the insti- of funding sources, Americans, unlike citizens of administrative agencies. Does the same elite group tutions of the modern presidency. The course other affluent democracies, are not guaranteed always come out on top or are there ways that will focus on sources of presidential power and health care coverage. How did the American disadvantaged actors can be effective? Beyond limitations on the chief executive, with particular approach to health care develop? How is it dif- voting and organized activities, is direct action a emphasis on relations with the other branches ferent from that of other affluent nations? What useful tool of political infuence? How do social of government and the making of domestic and explains the differences? What are the strengths movements, such as gay rights or environmental- foreign policy. and weaknesses of the American health care ism shape policy agendas? What role do the media Prerequisite: 200 or 210 or permission of instructor. system? Issues of cost containment, technologi- play in amplifying or constraining the power Distribution: Social and Behavioral Analysis cal innovation, quality of care, and disparities in of political actors? Will the Internet change the Semester: N/O Unit: 1.0 health outcomes are explored. power equation in the United States? Prerequisite: 200 or 210 or permission of instructor. Prerequisite: One unit in political science. POL1 314 Understanding How Congress Enrollment limited; interested students must fill out a semi- Distribution: Social and Behavioral Analysis Works nar application available in the political science department Semester: N/O Unit: 1.0 Han office or on the department Web site. This course examines the institution of the United Distribution: Social and Behavioral Analysis POL1 212 Urban Politics States Congress, including the people who com- Semester: Fall Unit: 1.0 NOT OFFERED IN 2011-12. Introduction to prise it and the way it operates. Students examine contemporary urban politics. Study of policy- the way this institution constrains and shapes the POL1 319S Seminar. Campaigns and Elections making and political leadership in the areas of behavior of individuals and groups involved in NOT OFFERED IN 2011-12. Exploration of public education, city bureaucracies, housing, the policymaking process. Topics include congres- the issues in campaigns and elections: Who runs welfare, fiscal management, and economic redevel- sional elections, the structures and dynamics of and why? Do elections matter? The impact of opment. Consideration of population shifts, racial legislator-constituent relations, and the infuence party decline and the rise of campaign consul- and ethnic conficts, and the impact of federal of the public, parties, and interest groups in poli- tants, polls, advertising, and the press. Candidate policy on urban planning. cymaking. The course considers whether Congress strategies and what they tell us about the political Prerequisite: One unit in Political Science, Economics, or is representative and if and how it achieves demo- process. How voters decide. The “meaning” of American Studies. cratic goals. Includes in-class simulations that offer elections. Attention to the rules of the game (the Distribution: Social and Behavioral Analysis students experience of the legislative policymaking primaries, debates, the Electoral College), recent Semester: N/O Unit: 1.0 process and the pressures of public office. campaign innovations (talk shows, town meetings, Prerequisite: 200 or 210 or permission of instructor. infomercials), third party candidacies, and pros- Distribution: Social and Behavioral Analysis pects for political reform. Course work includes Semester: Fall Unit: 1.0 campaign participation.

170 Political Science Prerequisite: 200 or 210 or by permission of instructor. Prerequisite: 200 and by permission of instructor. Enrollment state relations. The seminar will also analyze Enrollment limited; interested students must fill out a semi- limited; interested students must fill out a seminar applica- the increasing intervention of state and federal nar application available in the political science department tion available in the political science department office or on office or on the department Web site. the department Web site. governments in local school administration and Distribution: Social and Behavioral Analysis Distribution: Social and Behavioral Analysis the role of the courts in curriculum controversies, Semester: N/O Unit: 1.0 Semester: Spring Unit: 1.0 student life, and security. Students may register for either POL1 339S or EDUC 339 and credit will be POL1 320S Seminar. Inequality and the Law POL1 331S Seminar. Political Organizing: granted accordingly. NOT OFFERED IN 2011-12. Analysis of statu- People, Power, and Change Prerequisite: One 200-level education course or one 200- tory and constitutional law regarding inequalities Han level American politics course. Fulfilling the democratic promise of equity, inclu- Distribution: Social and Behavioral Analysis based on gender, race, class, sexual orientation, Semester: N/O Unit: 1.0 and disability, and the effect of this law on society. sion and accountability requires an “organized” citizenry with the power to articulate and assert its Do anti-discrimination laws reduce social inequal- POL1 381/ES 381 United States interests effectively. Organizing is about identify- ities? To what extent have the legal rights won by Environmental Politics groups such as African Americans, women, and ing, recruiting, and developing leadership; build- NOT OFFERED IN 2011-12. OFFERED IN people with disabilities been translated into social ing community around leadership; and building 2012-13. practice? Focus on the Equal Protection and Due power from community. Students will engage This course examines the politics of Process clauses of the Fourteenth Amendment, with social, economic, and political problems environmental issues in the United States. The statutes such as the 1964 Civil Rights Act and as participants in political organizing by map- course has two primary goals: First, to introduce the Americans with Disabilities Act, and recent ping power and interests, developing leadership, students to the institutions, stakeholders, and Supreme Court decisions. Examination of the role building relationships, motivating participation, political processes important to debates over of law and litigation in public policies regarding devising strategy, and mobilizing resources to cre- environmental policy at the federal level. Second, school desegregation, employment discrimination, ate organizations and promote political change. to develop and practice skills of analyzing and marriage and family life, housing, and welfare. Community, electoral, union, and social move- making decisions relevant to environmental ment organizing will be explored. politics and policy. Drawing on the literature of Prerequisite: 215 or [311], and permission of instructor. Enrollment limited; interested students must fill out a semi- Prerequisite: 200 or equivalent; or by permission of instruc- environmental politics and policy, this course will nar application available in the political science department tor. Enrollment limited; interested students must fill out a consider how environmental issues are framed in office or on the department Web site. seminar application available in the political science depart- political discourse, various approaches to environ- Distribution: Social and Behavioral Analysis ment office or on the department Web site. mental advocacy and reform, and the contested Semester: N/O Unit: 1.0 Distribution: Social and Behavioral Analysis role of science in environmental politics. The Semester: Spring Unit: 1.0 course will be organized around environmental POL1 324S Seminar. Gender and Law POL1 335S Seminar. The First Amendment case studies, including endangered species conser- Scherer vation, public lands management, air and water Analysis of how law in the United States is used NOT OFFERED IN 2011-12. A study of some pollution, and toxics regulation. Students may to confer rights, create obligations and define of the classic legal cases and continuing controver- register for either POL1 381 or ES 381 and credit the identities of women. The course explores the sies that have arisen out of the First Amendment will be granted accordingly. historical and modern approaches used by the to the U.S. Constitution. Examination of con- Prerequisites: ES 102, ES 214, POL1 200, or permission of Supreme Court to address gender disparity in temporary First Amendment issues such as fag- the instructor. society, including labor law, reproductive rights, burning, hate speech, pornography, libel, invasion Distribution: Social and Behavioral Analysis family law, sexual discrimination in the work- of privacy, school prayer, creationism, and govern- Semester: N/O. Offered in 2012-13. Unit: 1.0 place, and gay rights. The course also analyzes ment aid to religious institutions. Comparisons the relationship between the feminist movement, with the legal doctrines of other nations regarding Comparative Politics social policy-making, and the Supreme Court. freedom of speech and religion. The last part of the class will examine whether Prerequisite: 215, [311], or another unit in American legal the gender of legal actors (litigants, lawyers, and studies and permission of instructor. Enrollment limited; POL2 202 Comparative Politics judges) makes a difference in their reasoning or interested students must fill out a seminar application avail- Staf decision-making. able in the political science department office or on the A comparative study of contemporary politics department Web site. and political systems and the exploration of vari- Prerequisite: 215 and by permission of instructor. Enrollment Distribution: Social and Behavioral Analysis limited; interested students must fill out a seminar applica- Semester: N/O Unit: 1.0 ous approaches to comparative political analysis. tion available in the political science department office or on Emphasis on the interactive effects of global the department Web site. POL1 337 The Politics of Minority Groups in forces and domestic politics. Issues to be discussed Distribution: Social and Behavioral Analysis include authoritarianism, revolutions, national- Semester: Fall Unit: 1.0 the United States Stout ism, social movements, and political culture. Country studies will be used to illuminate themes POL1 330S Seminar. Race, Gender, and An examination of office-holding, voting pat- such as the role of the state in governing the Representation terns, coalition formation, and political activi- economy, the challenges of democracy, and the Stout ties among various racial, ethnic, and religious politics of collective identities (attachments such The growing number of black, Latino, Asian minority groups in the United States, including as religion, ethnicity, race, gender, and national- American, and women public officials at the local, Black Americans, Mexican Americans, Native ity). Guest lectures and active participation by the state, and congressional levels of government raises Americans, Puerto Ricans, Jews, Arabs, Asians, entire comparative politics faculty. This course is the question: Are racial/ethnic minorities and Central and South Americans. strongly recommended for political science majors women better represented by elected officials who Prerequisite: None for all further work in comparative politics. share their race/ethnicity or gender? In answering Distribution: Social and Behavioral Analysis this question, this course will address other related Semester: Fall Unit: 1.0 Prerequisite: None Distribution: Social and Behavioral Science issues: What is representation, and how is it Semester: Fall, Spring Unit: 1.0 measured? Do elected officials from previously dis- POL1 339S/EDUC 339 Seminar. The Politics of Urban Public Schools enfranchised groups enact changes benefiting their POL2 204 Political Economy of Development racial/ethnic or gender groups? Do constituents NOT OFFERED IN 2011-12. This seminar and Underdevelopment derive psychological benefits from being repre- examines recurrent issues in public school Joseph, Hajj sented by elected officials who share their pheno- management and governance. Critical questions Overview of development studies with attention typical characteristics? Are there adverse effects to include the changing demographics of inner- to major schools of political economy, their intel- being represented by an elected official of the same city schools, the evolving role of school boards, lectual origins and centrality to contemporary race or gender? To help answer these questions, we big-city mayors, urban superintendents, teachers debates about economic development. Topics will examine leading works on representation in unions, and school finance. We will discuss alter- include: colonialism, nationalism, and inde- American politics. natives to public schools (parochial, private, and pendence; post-colonial economic development charter schools), high-stakes testing, and district-

171 Political Science models, policies, and strategies; perspectives on tive perspectives. Examines the relationship of Analysis of issues will be woven into a discussion gender and development; changing conceptions political institutions to patterns of development. of case material from countries in the Arab Middle and measures of poverty, development, and under- Comparative themes include: colonial experi- East and the broader Muslim world. development; contemporary debates in develop- ences and nationalist ideologies; politicization of Prerequisite: Permission of the instructor. Enrollment lim- ment studies. religions and rise of religious confict; government ited; interested students must fill out a seminar application Prerequisite: One unit in political science. Open to juniors and political processes; recent economic reforms; available on the department Website. and seniors without prerequisite. By permission of instructor initiative for confict transformation; women’s Distribution: Social and Behavioral Analysis Semester: Fall Unit: 1.0 to other qualified students. empowerment; obstacles to and prospects for Distribution: Social and Behavioral Analysis human development. Semester: Fall, Spring Unit: 1.0 POL2 302 Globalization and the Nation-State Prerequisite: One unit in political science; open to juniors and seniors without prerequisite. NOT OFFERED IN 2011-12. An assessment of POL2 205 The Politics of Europe and the Distribution: Social and Behavioral Analysis globalization and the challenges it poses for the European Union Semester: Spring Unit: 1.0 exercise of state power before and after September NOT OFFERED IN 2011-12. A comparative 11, 2001. Topics to be considered include: eco- study of contemporary West European states POL2 214/ES 214 Social Causes and nomic competitiveness; alternative geopolitical and societies. Primary emphasis on politics in Consequences of Environmental Problems strategies; and international terrorism. The course Germany, Britain, and France, and the political DeSombre (Environmental Studies) will consider alternative interpretations of global- challenges posed by the European Union and This course focuses on the social science explana- ization and weigh the explanatory value of a set of pressure for regional integration. The course will tions for why environmental problems are created, theses that are intended to explain the interactive focus on topics, such as the rise and decline of the the impacts they have, the difficulties of address- effects of globalization and state power in an era welfare state and class-based politics; the implica- ing them, and the regulatory and other actions of unrivaled American hegemony. Case studies tions of the end of the Cold War and German that succeed in mitigating them. Topics include: will look in depth at the United States, European reunification; tension between national sovereign- externalities and the politics of unpriced costs and Union Europe, and East Asia. ty and supranational policy goals; immigration benefits, collective action problems and interest- Prerequisite: One 200 level unit in comparative politics or and the resurgence of xenophobic movements and group theory, time horizons in decision-making, international relations or permission of instructor. the extreme right. the politics of science, risk and uncertainty, Distribution: Social and Behavioral Analysis Semester: N/O Unit: 1.0 Prerequisite: One unit in political science or European his- comparative political structures, and cooperation tory; open to juniors and seniors without prerequisite. theory. Also addressed are different strategies for Distribution: Social and Behavioral Analysis changing environmental behavior, including com- POL2 304 State and Society in East Asia Semester: N/O Unit: 1.0 mand and control measures, taxes, fees, and other Moon market instruments, and voluntary approaches. This course explores comparative analysis of the POL2 207 Politics of Latin America These will all be examined across multiple coun- economic and political development of selected Wasserspring tries and levels of governance. Students may register countries in East Asia: Japan, the Philippines, The course will explore Latin American politi- for either POL2 214 or ES 214 and credit will be South Korea, and North Korea. It examines the cal systems, focusing on the dual challenges of granted accordingly. role of and relationship between the state and democratization and development. An exami- Prerequisite: ES 102, or one course in political science, or society with respect to economic development and nation of the broad historical, economic, and permission of instructor. failures, political repression and democratization, cultural forces that have shaped Latin American Distribution: Social and Behavioral Analysis civil society development, nationalism, identity nations as well as analysis of the contemporary Semester: Fall Unit: 1.0 politics, globalization, and transnational activ- forces molding politics today. In-depth analysis ism. The course also examines how economic of 3 case studies. Cases for 2011 will be Mexico, POL2 217 Politics of the Middle East and and political trends in East Asia might affect the Brazil, and Cuba. Topics include an evaluation of North Africa future of North Korea and the challenges that the contrasting post-revolutionary political experi- Hajj North Korea poses to the political and economic ences of Mexico and Cuba, Mexico’s emerging How do Arab-Islamic history and culture shape future of East Asia. References to China, Taiwan, multi-party system and the war on drugs, Cuba’s politics in the contemporary Middle East and and Southeast Asia are also included in the course transition to a post-Fidel world, Brazil’s emergence North Africa? Why is the Arab world—despite material. as a leader of the developing world. Attention its tremendous oil-wealth—still characterized Prerequisite: One 200 level unit in comparative politics or a as well to the role of the United States in Latin by economic underdevelopment and acute gaps unit in History related to East Asia. 202 is recommended. American political development. between rich and poor? How have the events of Distribution: Social and Behavioral Analysis Semester: Spring Unit: 1.0 Prerequisite: One unit in political science or permission of September 11 and the U.S.-led “war on terror” instructor. affected the prospects for greater freedom and Distribution: Social and Behavioral Analysis prosperity in the Middle East in the future? What POL2 305S Seminar. The Military in Politics Semester: Fall Unit: 1.0 do the 2011 revolts mean for existing regimes and NOT OFFERED IN 2011-12. Focus on relations prospects for democracy? These are some of the between the military and politics. Emphasis on POL2 208 Politics of China questions we will examine in this course. In read- the varieties of military involvement in politics, Joseph ings, lectures, and class discussions, the analysis of the causes of direct military intervention in politi- An introduction to the modern political history general themes and trends will be integrated with cal systems, and the consequences of military and contemporary political system of China. case-studies of individual Arab states. infuence over political decisions. Themes include Topics include: the origins and victory of the Prerequisite: One unit in Political Science the evolution of the professional soldier, military Chinese Communist revolution; the rule and Distribution: Social and Behavioral Analysis infuence in contemporary industrial society, and legacy of Chairman Mao Zedong; economic Semester: Fall Unit: 1.0 the prevalence of military regimes in Third World reform and political repression in the era of Deng nations. Case studies include the United States, Xiaoping; and recent developments in Chinese POL2 301S Seminar. Gender, Islam, and Brazil, Peru, Nigeria, Ghana, and Egypt. politics. Politics in Tibet, Hong Kong, and Taiwan Politics Prerequisite: Open to juniors and seniors by permission of will also be considered. Hajj instructor. Enrollment limited; interested students must fill Prerequisite: One unit in Political Science, Economics, This seminar examines the rights and status of out a seminar application available in the political science History, or Asian Studies recommended, but not required. women in contemporary Muslim societies, as well department office or on the department Web site. Distribution: Social and Behavioral Analysis as past and recent initiatives to advance them. The Distribution: Social and Behavioral Analysis Semester: Fall Unit: 1.0 seminar will consider how Western social scien- Semester: N/O Unit: 1.0 tists—including some with an explicit feminist POL2 211 Politics of South Asia agenda—define the issues facing Muslim women POL2 307 Women and Development Candland today, but special attention will be paid to the Wasserspring An introduction to the politics of South diverse perspectives and strategies of action that A comparative analysis of the impact of change on Asia (India, Pakistan, Bangladesh, Sri Lanka, have been adopted by Muslim women themselves. gender in the Third World. Topics include the sta- Afghanistan, Nepal, Bhutan and the Maldives) tus of women in traditional societies, comparative from historical and contemporary compara- analysis of the role of colonialism in forging gen-

172 Political Science der identities, the impact of “development” upon POL2 312S/ES 312 Seminar: Environmental Prerequisite: One 200-level course in comparative politics or peasant women, female urban and global migra- international relations or permission of instructor. Not open Policy to students who have taken [POL2 383S.] tion experiences, women as “sellers” and “servants” Barkin (Environmental Studies) Distribution: Social and Behavioral Analysis in the urban environment, women’s political Focuses both on how to make and how to study Semester: Fall Unit: 1.0 organizing to improve their lives. Special emphasis environmental policy. Examines issues essential in on the role of the state in altering or reinforcing understanding how environmental policy works International Relations gender stereotypes. Comparative analysis of cul- and explores these topics in depth through case tural conceptions of gender and the factors which studies of current environmental policy issues. enhance or hinder the transformation of these Students will also undertake an original research POL3 216 Prisoners of War: International views will also be emphasized. Examples drawn project and work in groups on infuencing or Norms and Practice from all regions of the developing world. creating local environmental policy. Students may NOT OFFERED IN 2011-12. What are the Prerequisite: Any 200-level unit of comparative politics; or register for either POL2 312S or ES 312 and credit political, societal, and legal circumstances that permission of instructor. will be granted accordingly. Distribution: Social and Behavioral Analysis gave rise to granting prisoners of war (POWs) pro- Semester: Spring Unit: 1.0 Prerequisite: ES 214 or one 200-level unit in political science tected status? Using primary documents, second- and permission of instructor. Enrollment limited to juniors ary readings, and theoretical studies, this course and seniors. analyzes the emergence and role of the Geneva POL2 308S Seminar. Advanced Topics in Distribution: Social and Behavioral Analysis Chinese Politics Semester: Fall Unit: 1.0 and Hague Conventions and the Red Cross to institute internationally recognized parameters for NOT OFFERED IN 2011-12. This seminar will handling POWs. Drawing upon films and literary explore in depth a topic of central importance in POL2 353 The Politics of Contemporary Cuba works, students will consider the cultural signifi- the analysis of politics in contemporary China. NOT OFFERED IN 2011-12. An analysis cance as well as the history of POW treatment The focus of the seminar for each year will be and assessment of the politics of the Cuban during the U.S. Civil War, World War I, World announced prior to preregistration. Among the Revolution. Examination of the prerevolutionary War II and the Asia-Pacific War, the Korean War, topics that may be considered are: the political Cuban society, significant transformatory phases Vietnam War, and the current war against terror- and social impact of economic change in China; of Cuban policy, the impact of United States and ism. The course can be counted as a comparative revolution and reform in the Chinese countryside; Soviet foreign policy objectives on Cuba, and the politics or international relations requirement ideology and political development in modern contemporary dilemma of maintaining socialist toward the Political Science major. China; democracy and human rights in China; institutions in the post-Cold War era. Special the political economy of “Greater China.” Prerequisite: None emphasis on political culture and its transforma- Distribution: Social and Behavioral Analysis Prerequisite: 208, HIST 278, or permission of instructor. tion, the role of political leadership, and the Semester: N/O Unit: 1.0 Enrollment limited; interested students must fill out a semi- international constraints upon domestic policy nar application available in the political science department formulation. Topics include the government’s office or on the department Web site. POL3 221 World Politics Distribution: Social and Behavioral Analysis impact on education, health care and women’s Goddard, MacDonald, Moon, Murphy Semester: N/O Unit: 1.0 lives, the effects of the reintroduction of tourism An introduction to the international system with as a developmental strategy, and the infuence of emphasis on contemporary theory and practice. POL2 309S Seminar. Ethnicity, Nationalism, Cuban-American politics in Miami. In addition Analysis of the bases of power and infuence, the Religion, and Violence to social science sources, we will use Cuban film, sources of tension and confict, and the modes Candland art, and literature as vehicles of understanding this of accommodation and confict resolution. This Investigates the causes of modern conficts over complex political experience. course serves as an introduction to the interna- religious, national, and ethnic identity. Introduces Prerequisite: Any 200=level unit in comparative politics or tional relations subfield in the political science methods for studying nationalism, ethnic groups permission of instructor department, and also as a means of fulfilling the in confict, and religious violence. Considers the Distribution: Social and Behavioral Analysis political science core requirement of the interna- Semester: N/O Unit: 1.0 construction of ethnicity and nation, the politi- tional relations major. cal uses of ethnicity, nationalism, and religion; POL2 358 Political Conflict in the Middle East Prerequisite: None the relationship between gender, class, ethnicity, Distribution: Social and Behavioral Analysis Hajj and nationalism; various sources of interethnic, Semester: Fall, Spring Unit: 1.0 Topic for 2011-12: The Arab-Israeli Conflict. international, and interreligious confict; and the This class will provide an in-depth understanding psychology of group violence and warfare. POL3 223 International Relations of of the Arab-Israeli confict and the evolution of South Asia Prerequisite: Permission of the instructor. Enrollment lim- the confict over time. Our goal is to develop an ited; interested students must fill out a seminar application Candland available in the political science department office or on the appreciation of the complexities and the dyna- Investigates the international infuences on the department Web site. mism of this confict through an examination of economic, diplomatic, and military policies and Distribution: Social and Behavioral Analysis its origins, the actors involved, and the key histori- relations of South Asian states. Examines Indian Semester: Fall Unit: 1.0 cal and political factors that have shaped it. and Pakistani claims and conficts over Kashmir; Prerequisite: POL2 217 or one unit in Middle Eastern the Indian and U.S. roles in the creation of POL2 310 Politics of Community Development history. Bangladesh; international conficts in Afghanistan, Candland Distribution: Social and Behavioral Analysis international dimensions of the confict in Nepal; Focuses on strategies for poverty alleviation, Semester: Spring Unit: 1.0 international dimensions of the confict in Sri employment generation, promotion of social Lanka; river water-use disputes and settlements opportunity, and empowerment. Emphasis is POL2 383 Politics of Migration between India and Pakistan and between India on development in Asia (especially South and Moon and Bangladesh; nuclear proliferation in South Southeast Asia), Africa, and Latin America. A comparative study of the politics of mass popu- Asia and its international dimensions; India’s and Considers women’s leadership in social change, lation movements across state borders, including Pakistan’s relations with the China and the United local control of resources, faith-based activism, forced relocation under colonialism, refugees of States; and contemporary Indian and Pakistani and collaboration between activists and research- war, food migration, labor migration, and different peace initiatives. ers. Examines activities of nongovernmental forms of legal and illegal immigration, including organizations (NGOs) and their relations with the international trafficking of persons. Analyzes Prerequisite: 211 or 221 or permission of instructor. migration and immigration policies in sending Distribution: Social and Behavioral Analysis funders, governments, and other NGOs. Specific Semester: Fall Unit: 1.0 NGOs and development programs will be closely and receiving countries, U.N. conventions on the movement of persons, and social movements examined. POL3 224 International Security against and on behalf of migrant peoples. Country Prerequisite: 204 and permission of instructor. Goddard cases to be examined include Algeria and France, Distribution: Social and Behavioral Analysis An examination of warfare as a central problem of Semester: Spring Unit: 1.0 Brazil and Japan, Canada and Hong Kong, China international politics. The shifting causes and esca- and North Korea, Germany and Turkey, and the lating consequences of warfare since the Industrial Philippines and the United States. Revolution. The post-Cold War danger of a clash

173 Political Science of civilizations versus prospects for a “democratic POL3 322S Seminar. Gender in World Politics canism” in international politics. Political actors peace.” The multiple causes and consequences Moon engaged in anti-American activities and activism of modern internal warfare, and prospects for The course will examine gender constructions in include civic organizations, intellectual and cultur- international peacekeeping. The spread of nuclear world politics, with a focus on the biological and al elites, politicians, media, terrorists, peace activ- weapons, the negotiation of arms control agree- social determinants of aggression, violence, and ists, and others in democratic and authoritarian ments, the revolution in military affairs (RMA), war. Some topics include: gender biases in interna- countries alike. Differing political motivations and and the threat of terrorism and asymmetric war. tional relations theories, women in combat; male public expressions, as well as national and regional Prerequisite: One unit in political science or permission of and female roles in the conduct of war, gender and variations of anti-Americanism will be examined. instructor. attitudes toward war; women’s relationship to the The seminar will engage a range of sources, such Distribution: Social and Behavioral Analysis as survey data, religious rhetoric, nationalist Semester: Fall Unit: 1.0 state; gays in the military; rape and the military; feminist analysis of war and peace. platforms, protest literature, official policy state- ments, court cases, and pop music. Country cases POL3 227 The Vietnam War Prerequisite: 221 and permission of instructor. Enrollment limited; interested students must fill out a seminar applica- include, but are not limited to, France, Germany, NOT OFFERED IN 2011-12. An examination tion available in the political science department office or on Iraq, Iran, Mexico, South Korea, Philippines, of the origins, development, and consequences of the department Web site. United Kingdom, and the United States. the Vietnam War. Topics to be considered include: Distribution: Social and Behavioral Analysis Prerequisite: One 200-level course or higher in both inter- the impact of French colonialism on traditional Semester: Fall Unit: 1.0 national relations and comparative politics. Enrollment lim- Vietnamese society; the role of World War II in ited; interested students must fill out a seminar application shaping nationalism and communism in Vietnam; POL3 323 International Economic Policy available in the political science department office or on the department Web site. the motives, stages, and strategies of American Paarlberg A review of the politics of international eco- Distribution: Social and Behavioral Analysis intervention in Vietnam; leadership, organization, Semester: N/O Unit: 1.0 and tactics of the Vietnamese revolutionary move- nomic relations, including trade, money, and multinational investment within the industrial ment; the expansion of the confict to Cambodia POL3 329 International Law and Laos; the antiwar movement in the United world and also among rich and poor countries. NOT OFFERED IN 2011-12. An exploration States; lessons and legacies of the Vietnam War; Political explanations for the differing economic of the meaning of the “rule of law” in a global and political and economic development in performance of states in Asia, Africa, and Latin context. The course focuses on three themes: first, Vietnam since the end of the war in 1975. America. Consideration of the respective roles of intergovernmental organizations, nongovernmen- the classic form of international law, including the Prerequisite: One unit in social sciences or permission of concepts of statehood and sovereignty, the rela- instructor. tal organizations, and multinational corporations. Distribution: Social and Behavioral Analysis Discussion of global governance issues includ- tionship of nations to each other, and the growth Semester: N/O Unit: 1.0 ing food, population, migration, energy, and of international organizations; second, the role environment. and responsibility of individuals in international POL3 239 Africa in the World Prerequisite: One unit in international relations or compara- law, especially in the area of human rights; third, Murphy tive politics. the developing international law of the earth’s Sub-Saharan Africa’s role in the world has changed Distribution: Social and Behavioral Analysis common areas, specifically the oceans, space, and dramatically since 2000. Global commodity short- Semester: Spring Unit: 1.0 the environment. ages, China’s new investments, the continent’s Prerequisite: One unit in international relations or legal stud- rapid recovery from the Great Recession, the US’s POL3 325/ES 325 International ies, or permission of instructor. new concerns about global terrorism, the UN Environmental Law Distribution: Social and Behavioral Analysis Semester: N/O Unit: 1.0 system’s commitment peacebuilding after the NOT OFFERED IN 2011-12. Examines the wars of the 1990s and its concern with the con- basic legal instruments and their historical POL3 332S Seminar. People, Agriculture, and tinent’s lagging achievement of the Millennium development in addressing international envi- the Environment Development goals, and the controversy over the ronmental issues. Under what conditions have Paarlberg stalled Doha Round of trade talks have funda- states been able to cooperate to improve the global An examination of linkages between agricultural mentally changed Africa’s position in the world. environment? Negotiation of, compliance with, production, population growth, and environmen- This course explores the explanations offered for and effectiveness of international environmental tal degradation, especially in the countries of the these changes by political economists and security law, and specific environmental issue areas in developing world. Political explanations will be analysts, investigates the opportunities that have which international environmental law operates sought for deforestation, desertification, habitat opened for African policy makers (both public will be addressed. Students may register for either destruction, species loss, water pollution, food- private) and considers how they might respond. POL3 325 or ES 325 and credit will be granted ing, salinization, chemical poisoning, and soil accordingly. Prerequisite: POL2 202, POL2 204, or POL3 221. erosion—all of which are products of agriculture. Distribution: Social and Behavioral Analysis Prerequisite: 221 or 214/ES 214 or permission of instructor. These political explanations will include past and Semester: Spring Unit: 1.0 Distribution: Social and Behavioral Analysis Semester: N/O Unit: 1.0 present interactions with rich countries, as well POL3 321 The United States in World Politics as factors currently internal to poor countries. MacDonald POL3 327 International Organization Attention will be paid to the local, national, and An examination of American foreign policy, international options currently available to remedy NOT OFFERED IN 2011-12. The politics the destruction of rural environments in the understood as the current and recent behavior of of global governance. Emphasis on the United the U.S. government abroad. The preeminence of developing world. This course may qualify as either Nations, plus examination of specialized agen- a comparative politics or an international relations American military power in the post-Cold War cies, multilateral conferences, and regional or era makes understanding U.S. policy essential unit for the political science major, depending upon functional economic and security organizations. the student’s choice of research paper topic. to the larger study of international relations. The theory and practice of integration beyond the Prerequisite: 204 or 323. Enrollment limited; interested Emphasis will be placed on different theoretical nation-state, as well as the creation and destruc- approaches to explaining United States behavior, students must fill out a seminar application available in the tion of international regimes. political science department office or on the department including approaches based on structures of the Prerequisite: One unit in international relations or compara- Web site. international system versus explanations that are tive politics. Distribution: Social and Behavioral Analysis particular to American geography, history, culture, Distribution: Social and Behavioral Analysis Semester: Spring Unit: 1.0 or institutions. Semester: N/O Unit: 1.0 Prerequisite: One unit in international relations. POL3 348S Seminar. Problems in North-South Distribution: Social and Behavioral Analysis POL3 328S Seminar. Selected Topics in World Relations Semester: Fall Unit: 1.0 Politics: Anti-Americanism as Politics and Murphy Performance An exploration of historical and contemporary NOT OFFERED IN 2011-12. Seminar exploring relations between advanced industrial countries the causes, characteristics, and political implica- and less developed countries, with emphasis on tions of the recent resurgence of “anti-Ameri- imperialism, decolonization, interdependence,

174 Political Science and superpower competition as key variables. arms races, and even major power war. When a questions of class, race, and colonialism. Attention Consideration of systemic, regional, and domestic great power declines, it can topple existing inter- is also paid to how these works infuence and political perspectives. Stress on the uses of trade, national institutions, and undermine the existing challenge contemporary assumptions, visions, and aid, investment, and military intervention as for- world order. In this seminar, we will undertake movements. eign policy instruments. This course may qualify as a theoretical, historical, and contemporary Prerequisite: None either a comparative politics or an international rela- examination of rising and declining great powers, Distribution: Religion, Ethics, and Moral Philosophy tions unit for the political science major, depending looking at historical case studies (such as the rise Semester: Fall Unit: 1.0 upon the student’s choice of research paper topic. of Germany, Japan, and the United States), as Prerequisite: One unit in international relations or permis- well as contemporary cases (the decline of Russia, POL4 248 Power and Politics sion of instructor. Enrollment limited; interested students American hegemony, and the posited rise of Euben must fill out a seminar application available in the political China, India, and the European Union). An examination of the nature and functioning of science department office or on the department Web site. Prerequisite: 221. Enrollment limited; interested students power in politics, with an emphasis on the follow- Distribution: Social and Behavioral Analysis ing questions: What is the nature of power and Semester: Fall Unit: 1.0 must fill out a seminar application available in the political science department office or on the department Web site. how has it been exercised in political life, both Distribution: Social and Behavioral Analysis past and present? Who has power and who should POL3 351 Global Governance Semester: N/O Unit: 1.0 have it? Is power primarily wielded by political Murphy leaders and bureaucrats, or has the development Explores the challenge of global institutions in of new technologies decentralized power? Do the the new century within a larger historical context. Political Theory powerless understand and exercise power differ- Considers the function and role of the League of ently from those who traditionally hold it? Are Nations, the International Labor Organization, POL4 201 Introduction to Political Theory power and violence inextricably intertwined or the United Nations, the Bretton Woods Euben are they opposites? Authors include Thucydides, institutions, the GATT and the World Trade An introduction to the study of political theory, bell hooks, Hannah Arendt, Robert Dahl, Marx, Organization. Special emphasis on comparing and specifically to the problems of political action. Foucault, Adam Michnik, and Vaclav Havel. and contrasting international organizations in the Exploration of questions about civil disobedi- three main periods of institution building: post- Prerequisite: One unit in political science, philosophy, or his- ence, legitimate authority, ethics and politics, and tory, or permission of instructor. World War I, post-World War II, and post-Cold the challenge of creating a just order in a world Distribution: Religion, Ethics, and Moral Philosophy War. Discusses radical, liberal internationalist and characterized by multiple beliefs and identities. Semester: Fall Unit: 1.0 realist approaches. Discussion of the social contract, liberalism, Prerequisite: One unit in international relations. Not open to democracy, decolonization, violence, revolution, POL4 249 Politics of the Right, Left, and students who have taken [POL3 351S]. globalization, universalism and cultural relativism, Center Distribution: Social and Behavioral Analysis and differences of race, class, and gender. Authors Grattan Semester: Spring Unit: 1.0 include Plato, Martin Luther King, Jr., Locke, An introduction to historical and contemporary Rousseau, Machiavelli, Malcolm X, Fanon, and texts that have shaped political visions, move- POL3 352S Seminar. Small Wars and Mohandas Gandhi. ments, and orders across the ideological spectrum. Insurgencies Explores questions such as: What sources of MacDonald Prerequisite: None Distribution: Religion, Ethics, and Moral Philosophy authority should guide political decision making We often think of warfare in conventional terms: Semester: Spring Unit: 1.0 and action: tradition or reason; the past or the states fight other states in large scale battles future; individuals or society; citizens or govern- employing uniformed soldiers to conquer enemy POL4 240 Classical Political Theory ment; local, national, or transnational allegiances? territory. In reality, however, there are many NOT OFFERED IN 2011-12. What social, economic, and political arrangements instances of asymmetric conficts involving An investigation best facilitate the tensions between values such non-state actors who avoid open battles, whose of some of the most important thinkers and texts as order, equality, and freedom? What makes an fighters are indistinguishable from civilians, and of ancient Western (or what is also called classical) idea or action conservative, radical, or moderate? who seek a wide variety of political objectives. political theory, guided by particular questions Authors may include John Stuart Mill, Milton Peasant revolts, communist insurrections, ethnic and themes. What makes a text “classic”? Do these Freidman, Herbert Marcuse, Michael Oakeshott, rebellions, and terrorist movements are among the texts merely provide knowledge of the past or do Wendell Berry, Richard Neuhaus, and William various ways in which the weak have attempted they offer wisdom that bear upon the dilemmas Connolly. to use violence to break the will of the strong. of contemporary politics? Is such wisdom distinc- We address these wars from both a theoretical, tively “Western” or does it reveal paradoxes and Prerequisite: One unit in political science, philosophy, or his- tory, or permission of instructor. historical, and contemporary perspective. We will challenges of political life that characterize other cultures as well? Themes of the course include the Distribution: Religion, Ethics, and Moral Philosophy explore how classical theorists, including Mao Semester: Spring Unit: 1.0 Zedong and Che Guevara, adapted the ideas of relationship (if any) between morality and politics; fate and free will; the content and purpose of Clausewitz to guerilla warfare. We will examine POL4 340 American Political Thought how rebel groups—whether the Spanish guerillas, politics; human nature; the virtues and dangers of democracy; political wisdom and good leadership. Grattan Boer commandos, Chinese communists, or Serb Examination of the development of political militias—employed violence to intimidate their Authors include Homer, Sophocles, Thucydides, Plato and Aristotle. thought in the United States, including its colo- opponents. We will consider how globalization nial and revolutionary origins, the constitution of and the diffusion of military technology have Prerequisite: None Distribution: Religion, Ethics, and Moral Philosophy a new government and a new citizenry, and subse- transformed guerilla conficts, and debate the Semester: N/O Unit: 1.0 quent social and political forces that have shaped implications of our theories for contemporary American democracy and its future. Throughout conficts in Iran and Afghanistan. POL4 241 Modern European Political Thought the course, we consider how arguments about Prerequisite: POL3 221 required; POL3 224 suggested. Grattan race, ethnicity, and class refect not only marginal- Enrollment limited; interested students must fill out a semi- Study of the development of European politi- ized experiences and discourses but also broader nar application available in the political science department challenges to and aspirations for American democ- office or on the department Web site. cal theory from the seventeenth to nineteenth Distribution: Social and Behavioral Analysis centuries. Among the theorists read are Hobbes, racy. Readings include both primary and second- Semester: Spring Unit: 1.0 Locke, Rousseau, Burke, and Marx. Emphasis on ary sources. the logic of each theorist’s arguments and on their Prerequisite: One 200-level unit in political theory or permis- POL3 354S The Rise and Fall of Great Powers different understandings of the following concepts sion of instructor. Distribution: Religion, Ethics, and Moral Philosophy NOT OFFERED IN 2011-12. Power transi- and relationships: human nature; individual and Semester: Fall Unit: 1.0 tions are among the most dangerous moments in society; morality, political economy, and the state; international politics. Scholars argue that when reason, authority, and sovereignty; equality, jus- new great powers rise, they threaten the interests tice, and freedom. Attention is paid to the histori- of other states, provoking balancing coalitions, cal context within which each theorist writes, and especially to how their works respond to and treat

175 Political Science POL4 342S Seminar. Marxism, Anarchism and POL4 345S Seminar. Race and Political Theory POLS 350 Research or Individual Study Fundamentalism Grattan Prerequisite: Open to juniors and seniors by permission. Krieger Examines race as a category of theory and practice Distribution: None Comparative theoretical study of the core con- from modernity through postcolonial and post- Semester: Fall, Spring Unit: 1.0 cepts of Marxist, anarchist, and fundamentalist structuralist theory, emphasizing efforts by mar- thought, emphasizing the patterns of similarity ginalized writers to reconstruct culture, politics, POLS 350H Research or Individual Study and difference in perspectives on theories of poli- and economics. Do such efforts refect underuti- Prerequisite: Open to juniors and seniors by permission. tics, conceptions of history and social change, the lized conceptual resources for politics, or is think- Distribution: None role of the state and of the individual in society, ing race counterproductive? Key concepts include Semester: Fall, Spring Unit: 0.5 normative and ideological orientations, political violence, domination, and liberation; the politics engagement and the prospects for—and concepts of recognition, revolution, and redemption; race Senior Thesis of—positive social change. The term “funda- consciousness, identity politics, and coalition mentalism” can be applied to each of the three politics. Cases may include transatlantic slavery, theories, since adherents sometimes reduce each the Haitian Revolution, Black Power, Latinidad, POLS 360 Senior Thesis Research theory to fundamental tenets and each aspires to and prison abolition. Authors may include Prerequisite: By permission of department. See Academic fundamentally and radically restructure society. Frantz Fanon, James Baldwin, Toni Morrison, Distinctions. Distribution: None The applicability of the theories to contemporary Kwame Ture, bell hooks, Angela Davis, Orlando Semester: Fall, Spring Unit: 1.0 developments will be carefully assessed and Patterson, William Julius Wilson, Linda Alcoff, compared. Eduardo Bonilla-Silva, and Cristina Beltràn. POLS 370 Senior Thesis Prerequisite: Enrollment limited; interested students must Prerequisite: One 200-level unit in political theory or Prerequisite: 360 fill out a seminar application available in the political science Africana Studies. Enrollment limited; interested students Distribution: None department office or on the department Web site. must fill out a seminar application available in the political Semester: Fall, Spring Unit: 1.0 Distribution: Religion, Ethics, and Moral Philosophy or science department office or on the department Web site. Social and Behavioral Analysis Distribution: Religion, Ethics, and Moral Philosophy Semester: Fall Unit: 1.0 Semester: Spring Unit: 1.0 Courses for Credit Toward POL4 343S Seminar. Democracy and POL4 346 Encountering Islamist Political the Major Difference Thought AFR 318 Seminar. African Women, Social Euben NOT OFFERED IN 2011-12. An examination Transformation, and Empowerment of liberal democracy and contemporary theoretical Political Theory is usually understood as Western, challenges introduced by diversity and difference. but questions about the nature and value of poli- Does liberal democracy, with its emphasis on tics are central to intellectual traditions in a wide Requirements for the Major range of non-Western cultures. This course is an individual rights, separation of powers, representa- A major in Political Science consists of at least investigation of the most visible but least under- tive assemblies, and the principle of a limited nine units. Courses at the 100 level may be stood Muslim intellectual tradition today: Islamist state, remain a durable model? How does the counted toward the major, but not toward a (often called fundamentalist) political thought consideration of cultural diversity and difference, subfield distribution requirement (see below). understood by reference to gender, race, ethnicity, from the early twentieth-century to the present. It is strongly recommended that students interest- language, religion, nationality, and sexual orienta- It is organized around themes such as Islam and ed in further work in political science take one of tion, affect our understanding of citizenship, democracy, violence and political action, women, the small 100-level courses offered each fall. The equality, representation, recognition, and commu- gender and Islamization, and the politics of lan- Department of Political Science divides its courses nity? Study of communitarian thought, multicul- guage (e.g. the terminology of fundamentalism, beyond the introductory level into four subfields: turalism, and feminist critiques of democracy. Islamism, Western/non-Western, Islam versus the West). Authors include Hasan al-Banna, Sayyid American politics and law (POL1), comparative Prerequisite: One 200 level unit in political theory, or per- politics (POL2), international relations (POL3), mission of instructor. Enrollment limited; interested students Abu’l-A’la Mawdudi, Sayyid Qutb, Ayatollah must fill out a seminar application available in the political Ruhollah Khomeini, Yusuf al-Qaradawi, Zaynab and political theory (POL4). In order to ensure science department office or on the department Web site. al-Ghazali, Nadia Yassine and Osama bin Laden. that political science majors familiarize themselves Distribution: Religion, Ethics, and Moral Philosophy Prerequisite: One 200 level unit in political theory, philoso- with the substantive concerns and methodologies Semester: N/O Unit: 1.0 phy, or a course on Islam in history or religion. employed throughout the discipline, all majors Distribution: Religion, Ethics, and Moral Philosophy must take one 200-level or 300-level unit in each POL4 344S Seminar. Feminist Political Theory Semester: Fall Unit: 1.0 of the four subfields offered by the department. Euben Recommended first courses in the four subfields An examination of feminist theory, beginning Research or Individual Study are: in American politics and law: POL1 200; in with early liberal and socialist feminisms and comparative politics: POL2 202 or POL2 204; continuing on to radical, post-structuralist and Individual or group research of an exploratory or in international relations: POL3 221; in political postcolonialist feminist theories. Particular specialized nature. Students interested in inde- theory: POL4 201, 240, 241, 248. pendent research should request the assistance of attention to the complexity of theorizing about In addition to the subfield distribution require- a faculty sponsor and plan the project, readings, “what women are and need” in the context of a ment, all majors must do advanced work (300 conferences, and method of examination with the multicultural society and a postcolonial world. level) in at least two of the four subfields; a faculty sponsor. These courses are offered at the Consideration of feminist perspectives on law and minimum of one of these units must be a seminar, 250 (intermediate) and 350 (advanced) levels and rights, body image/eating disorders, pornography, which normally requires a major research paper. for one or 0.5 unit of credit. racial and sexual differences, non-Western cul- (Courses fulfilling the seminar requirement are tural practices such as veiling, and methodology. denoted by an “S” after the course number.) Authors include J.S. Mill, Alexandra Kollontai, POLS 250 Research or Individual Study Admission to department seminars is by permis- Audre Lorde, Nancy Hartsock, Chandra Prerequisite: Open to all students by permission. sion of the instructor only. Interested students Mohanty, bell hooks, Nayereh Tohidi, Catharine Distribution: None must fill out a seminar application, which is MacKinnon, Susan Okin, Wendy Brown, Joan Semester: Fall, Spring Unit: 1.0 available in the political science office and on the Scott, and Judith Butler. department Web site prior to preregistration for Prerequisite: One 200-level unit in political theory, philoso- POLS 250H Research or Individual Study each term. Majors should begin applying for semi- phy, or women’s and gender studies; interested students must Prerequisite: Open to all students by permission. fill out a seminar application available in the political science nars during their junior year in order to be certain Distribution: None of fulfilling this requirement. Majors are encour- department office or on the department Web site. Semester: Fall, Spring Unit: 0.5 Distribution: Religion, Ethics, and Moral Philosophy aged to take more than the minimum number of Semester: Spring Unit: 1.0 required 300-level courses.

176 Political Science Honors this section is equivalent to other sections of Department of Psychology Psychology 101 and counts as a prerequisite for In the political science department, the only A 200 level courses. route to honors in the major is writing a thesis Professor: Akert, Cheek, Hennessey , Keane, Lucas, Norem A, Wink (Chair) Prerequisite: None. Open to first-year students only. and passing an oral examination. To be admitted Distribution: Social and Behavioral Analysis to the Honors Program, a student must have a Associate Professor: Genero, Gleason Semester: Fall Unit: 1.0 minimum 3.5 grade point average in work in Assistant Professor: Bahns, Pyers, Theran, Wilmer A1 the major above the 100 level. Students who A2 PSYC 205 Statistics fall slightly below this minimum requirement Senior Lecturer: Brachfeld-Child, Carli Carli, Cheek, Genero may petition for an exemption if they present a Visiting Lecturer: Fay, Kulik-Johnson, Steinmetz The application of statistical techniques to the particularly strong proposal and if they have the Psychology is the scientific study of behavior analysis of psychological experimental and survey strong support of a potential thesis advisor. Majors and mental processes, including cognition, emo- data. Major emphasis on the understanding of who are interested in writing a senior honors tion, and motivation. The Wellesley psychology statistics found in published research and as thesis are urged to discuss their ideas and plans department is empirically oriented and places a preparation for the student’s own research in with a potential faculty advisor as early as possible strong emphasis on using scientific methods to more advanced courses. Three periods of combined in their junior year. The deadline for submitting investigate aspects of human nature such as how lecture-laboratory. an honors’ thesis proposal is the second Monday the mind works, how culture and environment Prerequisite: 101, NEUR 100, AP score of 5 or permission in April; all students are expected to submit their interact with individuals over the course of their of instructor. Fulfillment of the basic skills component of proposals by this date. development, and how we understand ourselves, the Quantitative Reasoning requirement. Not open to stu- dents who have taken or are taking ECON 103/SOC 190, others, and social interaction. MATH 101, MATH 101Z, POL 199, or QR 180 except for Graduate Study Goals for the Major psychology and neuroscience majors, with permission of the instructor. Students considering going to graduate school for ••Students will receive an overview of the major Distribution: Social and Behavioral Analysis. Fulfills the a Ph.D. in political science should talk with their areas of psychology, including major historical Quantitative Reasoning overlay course requirement. Does major advisors about appropriate preparation in controversies, developments, theoretical perspec- not satisfy the laboratory requirement. quantitative methods and foreign languages. tives, and empirical findings in various areas of Semester: Fall, Spring Unit: 1.0 psychology. PSYC 207 Developmental Psychology Transfer Credits ••Students will understand the kinds of questions Gleason, Pyers psychologists ask about human nature, emotion, Behavior and psychological development in A minimum of five units for the major must be motivation, cognition and behavior, the tools taken at Wellesley, as must the courses that are infancy and childhood. An examination of theory they use to answer those questions, and the per- and research pertaining to personality, social, used to fulfill at least two of the four subfield spectives and assumptions that distinguish psy- distributions and the seminar requirement. The and cognitive development. Lecture, discussion, chology as a discipline from related fields such as demonstration, and observation of children. department does not grant transfer credit at the anthropology, sociology, and biology. 300 level for either the major or for College distri- Observations at the Child Study Center required. bution or degree requirements. This policy applies ••Students will understand the role that research Prerequisite: 101, AP score of 5 or permission of instructor. to courses taken at MIT. plays in the development of psychological Distribution: Social and Behavioral Analysis theory and the knowledge base of the field and Semester: Fall, Spring Unit: 1.0 Although Wellesley College does not grant aca- will become critical consumers of psychological demic credit for participation in internship pro- literature and research. They will be equipped PSYC 208 Adolescence grams, students who take part in the Washington to work with data and understand numerical Fay Summer Internship Program may arrange with presentation and interpretations of data. Survey of contemporary theories and research in a faculty member to undertake a unit of 350, ••Students will have an opportunity for hands-on the psychology of adolescents. Topics will include Research or Individual Study, related to the the physical, cognitive, social, and personality internship experience. experience in translating psychological questions into hypotheses that can be explored empirically, development of adolescents. in designing studies to explore those hypotheses, Prerequisite: 101, AP score of 5 or permission of instructor. Advanced Placement Policy in analyzing data, and in preparing research Distribution: Social and Behavioral Analysis Semester: Fall Unit: 1.0 Students may receive units of College credit reports according to the conventions of the field. if they achieve a grade of 5 on the American PSYC 210 Social Psychology Government and Politics or the Comparative PSYC 101 Introduction to Psychology Akert, Bahns Politics AP Examinations. Such AP credits do Staf The individual’s behavior as it is infuenced by not count toward the minimum number of An introduction to some of the major subfields of other people and the social situation. Study of units required for the political science major psychology, such as developmental, personality, social infuence, interpersonal perception, social nor for the American or comparative subfield abnormal, clinical, physiological, cognitive, cul- evaluation, and various forms of social interaction. distribution requirements for the major. If a tural, and social psychology. Students will explore Prerequisite: 101, AP score of 5 or permission of instructor. student does receive a unit of College credit for various theoretical perspectives and research meth- Distribution: Social and Behavioral Analysis the American politics exam, she may not take ods used by psychologists to study the origins and Semester: Fall, Spring Unit: 1.0 POL1 200 (American Politics). Students who are variations in human behavior. uncertain whether to receive a College AP credit Prerequisite: None PSYC 212 Personality in American politics or to take POL1 200 should Distribution: Social and Behavioral Analysis Kulik-Johnson consult with a member of the department who Semester: Fall, Spring, Summer Unit: 1.0 A comparison of major ways of conceiving and specializes in American politics/law or compara- studying personality, including the work of Freud, tive politics. PSYC 101 First-year Seminar: Introduction to Jung, behaviorists, humanists, and social learn- Psychology ing theorists. Introduction to major debates and Brachfeld-Child research findings in contemporary personality An introduction to some of the major subfields of psychology. psychology, such as developmental, personality, Prerequisite: 101, AP score of 5 or permission of instructor. abnormal, clinical, physiological, cognitive, cul- Distribution: Social and Behavioral Analysis tural, and social psychology. Students will explore Semester: Fall, Spring Unit: 1.0 various theoretical perspectives and the research methods used by psychologists to study the origins PSYC 213 Abnormal Psychology and variations in human behavior. Offered as a Theran, Wink discussion-based seminar with a small class size, An examination of major psychological disor- ders with special emphasis on phenomenology. Behavioral treatment of anxiety based disorders,

177 Psychology cognitive treatment of depression, psychoanalytic PSYC 218 Sensation and Perception PSYC 250H Research or Independent Study therapy of personality disorders, and biochemical treatment of schizophrenia will receive special NOT OFFERED IN 2011-12. In a split-second, Students will be expected to devote 5-6 hours per attention. Other models of psychopathology will a curling of lips across a crowded room is regis- week to the basic study of Psychology. also be discussed. tered by one’s eyes and translated effortlessly into Prerequisite: By permission of instructor. a vividly three-dimensional, full-color perception Distribution: None Prerequisite: 101, AP score of 5 or permission of instructor. Semester: Fall, Spring Unit: 0.5 Not open to students who have taken [224]. of a baby’s smile. This and other sensory and Distribution: Social and Behavioral Analysis perceptual feats, unmatched by any computer, are Semester: Fall, Spring Unit: 1.0 this course’s focus. Topics include consciousness, PSYC 299 Practicum in Psychology attention and inattention, perceptual learning and Staf PSYC 214 Evolutionary Psychology development, visual memory, faces, 3D depth, Participation in a structured learning experience Lucas color, motion, and brain bases of sensation/atten- in an approved field setting under faculty supervi- Evolutionary Psychology is the scientific study of tion/perception. Emphasis is given to abnormal sion. Does not count toward the minimum major human nature as shaped by natural selection. It and illusory perception, such as that resulting in psychology. Mandatory credit/noncredit, except is grounded in evolutionary biology and the psy- from brain damage/stimulation or artistic sleight by permission of instructor. chological sciences with connections to disciplines of hand. This course shows that our perception, Prerequisite: Permission of instructor. Two units above the ranging from neuroscience to anthropology and far from being a “copy” of the outside world, 100 level that are most appropriate to the field setting as economics. Topics covered will include adaptive incorporates many predictions and educated determined by the faculty supervisor (excluding 205). Distribution: None solutions to major life challenges including sur- guesses. Frequent in-class demonstrations will Semester: Fall, Spring Unit: 1.0 vival, mating, family relations, and group living provide insights into course concepts. (e.g., cooperation, aggression, and status). Prerequisite: 101 or NEUR 100, AP score of 5 or permission PSYC 300/CLSC 300 Seminar. Topics in Prerequisite: 101 or NEUR 100, AP score of 5 or permission of instructor. Cognitive and Linguistic Sciences Distribution: Epistemology and Cognition or Social and of instructor. Lucas Distribution: Epistemology and Cognition or Social and Behavioral Analysis Behavioral Analysis Semester: N/O Unit: 1.0 Topic for 2011-12: How We Choose. Every day Semester: Fall Unit: 1.0 we make many choices. Some of these choices PSYC 219 Biological Psychology are trivial but some can have profound effects PSYC 215 Memory Steinmetz on our lives. In this interdisciplinary course, we Keane Introduction to the biological bases of behavior. will investigate how individuals make choices, Introduction to the study of human memory. Topics include structure and function of the ner- examining processes of decision-making that are Examines processes underlying encoding, storage, vous system, sensory processing, sleep, reproduc- often emotional and irrational. The focus will be and retrieval of information. Will review theoreti- tive behavior, language, and mental disorders. on choices related to significant human desires, cal models focusing on distinctions between dif- Prerequisite: 101, AP credit or permission of instructor. Not including those for love, money, and happiness. ferent forms of memory, including short-term and open to students who have taken NEUR 200 or [BISC 213]. Students may register for either PSYC 300 or CLSC long-term memory, implicit and explicit memory, Distribution: Epistemology and Cognition or Social and 300 and credit will be granted accordingly. episodic and semantic memory. Factors contribut- Behavioral Analysis Prerequisite: Open to juniors and seniors who have taken one Semester: Fall Unit: 1.0 ing to forgetting and distortion of memory will of 214-219, LING 114, PHIL 215, CS 111 or permission also be discussed. of instructor. PSYC 221 Narrative Psychology Distribution: Epistemology and Cognition or Social and Prerequisite: 101 or NEUR 100, AP score of 5 or permission Adler (Olin College) Behavioral Analysis of instructor. Semester: Fall Unit: 1.0 Distribution: Epistemology and Cognition or Social and An examination of the scientific study of humans’ Behavioral Analysis approach to meaning-making through the telling Semester: Fall, Spring Unit: 1.0 of personal stories. This course will include con- PSYC 301 Cooperation and Competition sideration of the ways in which we create meaning NOT OFFERED IN 2011-12. According to PSYC 216 Psychology of Language out of our experiences with a special emphasis traditional models of rationality, rational agents Lucas on identity development, drawing on scientific should act in ways that will maximize their self- Introduction to the study of the psychological research from personality, developmental, and interest. And the study of evolution teaches us processes underlying language. An evaluation of clinical psychology. that individuals are in competition for survival. theory, methods, and current research in language Prerequisite: 101, AP score of 5 or permission of instructor. Nonetheless, we have all experienced acts of abilities, including speech perception, word and Distribution: Social and Behavioral Analysis apparent selfessness and societies could not func- sentence comprehension, and language acquisi- Semester: Spring Unit: 1.0 tion without cooperation among their members. tion in children. Examination of the relationship How, then, can cooperative and selfess behaviors between language and thought and the evolution- PSYC 248 Psychology of Teaching, Learning, be explained? In this course evidence and theories ary and biological bases of language behavior. and Motivation from the psychological, economic, and neurobio- Prerequisite: 101 or NEUR 100, AP score of 5 or permission NOT OFFERED IN 2011-12. The psychology of logical literatures will be examined. Cross-cultural, of instructor. preschool, primary, secondary, and college educa- developmental, and cross-species differences Distribution: Epistemology and Cognition or Social and tion. Investigation of the many contributions will be explored as will the evolutionary origins Behavioral Analysis of cooperation and competition and the role of Semester: Spring Unit: 1.0 of psychology to both educational theory and practice topics include student development in the cooperation in language. PSYC 217 Cognition cognitive, social, and emotional realms; assessment Prerequisite: Open to juniors and seniors who have taken one of 214-219, LING 114, PHIL 215, or permission of instruc- Keane of student variability and performance; interpre- tation and evaluation of standardized tests and tor. Not open to students who have taken this course as a Cognitive psychology is the study of the capabili- topic of PSYC 300/CLSC 300. ties and limitations of the human mind when measurements; classroom management; teaching Distribution: Epistemology and Cognition or Social and viewed as a system for processing information. An style; tracking and ability grouping; motivation; Behavioral Analysis examination of basic issues and research in cogni- and teacher effectiveness. Semester: N/O Unit: 1.0 tion focusing on attention, pattern recognition, Prerequisite: 101, AP credit or permission of instructor. memory, language, and decision-making. Distribution: Social and Behavioral Analysis PSYC 304R Research Methods in Evolution Semester: N/O Unit: 1.0 and Human Behavior Prerequisite: 101 or NEUR 100, AP score of 5 or permission Lucas of instructor. PSYC 250 Research or Independent Study Distribution: Epistemology and Cognition or Social and An introduction to research methods appropri- Behavioral Analysis Students will be expected to devote 10-12 hours ate to an evolutionary approach to the study of Semester: Spring Unit: 1.0 per week to the basic study of Psychology. human nature. Student projects investigate topics Prerequisite: By permission of instructor. across diverse areas of psychology, focusing on the Distribution: None psychological processes that our ancestors evolved Semester: Fall, Spring Unit: 1.0 to cope with survival and reproductive challenges.

178 Psychology Possible topics include cooperative behavior, mate playgrounds, and homes, are studied. Small Prerequisite: Open to juniors and seniors who have taken choice, adaptive aspects of language, and gender groups of students will use observation, interview two 200-level units, including 207 and excluding 205, or permission of instructor. LING 114 may be substituted for differences in cognition. Group projects with or questionnaire techniques to pursue small-scale either 200-level unit. some individual exercises. Laboratory. Each section research topics. There will be individual oral Distribution: Epistemology and Cognition or Social and typically limited to 10 students. reports. Behavioral Analysis Prerequisite: 205 and one of the following: 212, 214, 215, Prerequisite: Open to juniors and seniors who have taken two Semester: N/O Unit: 1.0 216, 217, 218 or 219 200-level units, excluding 205, or permission of instructor. Distribution: Social and Behavioral Analysis. Does not satisfy Distribution: Social and Behavioral Analysis PSYC 318 Seminar. Brain and Behavior the laboratory requirement. Semester: N/O Unit: 1.0 Semester: Spring Unit: 1.25 NOT OFFERED IN 2011-12. Selected topics PSYC 312R Research Methods in Personality in brain-behavior relationships. Emphasis on PSYC 305 Seminar. Advanced Statistical Psychology psychopharmacology. Topics include principles Methods and SPSS Cheek and mechanisms underlying action of drugs, Genero An introduction to research methods appropriate major neurotransmitter systems, major classes of Building on introductory statistical concepts and to the study of personality psychology. Student psychoactive drugs, and psychological disorders data analysis applications, this course provides an projects investigate individual and group dif- and medications. in-depth understanding of hypothesis testing and ferences in personality traits, values, goals, and Prerequisite: Open to juniors and seniors who have taken probability for use in psychological quantitative Each sec- two 200-level units, including either 219 or NEUR 200, and dimensions of self-concept. Laboratory. excluding 205. research. Topics include factorial analysis of vari- tion typically limited to 10 students. Distribution: Epistemology and Cognition or Social and ance, correlation, regression, and basic psychomet- Prerequisite: 205 and 212. Behavioral Analysis ric techniques. Distribution: Social and Behavioral Analysis. Does not satisfy Semester: N/O Unit: 1.0 Prerequisite: 205 the laboratory requirement. Distribution: Social and Behavioral Analysis. Fulfills the Semester: Fall Unit: 1.25 PSYC 319 Neuropsychology Quantitative Reasoning overlay course requirement. Keane Semester: Fall Unit: 1.0 PSYC 313R Research Methods in Abnormal An exploration of the neural underpinnings of Psychology higher cognitive function based on evidence from PSYC 307R Research Methods in Theran individuals with brain damage. Major neuroana- Developmental Psychology An introduction to research methods appropriate tomical systems will be reviewed. Topics include Gleason, Pyers to the study of abnormal psychology. Topics will motor and sensory function, attention, memory, An introduction to research methods appropriate include affective and personality disorders, sub- language, and hemispheric specialization. to the study of human development. Individual stance abuse, and stressful life events. Individual Each section typi- Prerequisite: Open to juniors and seniors who have taken and group projects. Laboratory. and group projects. Laboratory. Each section typi- two 200-level units, including either 219 or NEUR 200, and cally limited to 10 students. Observations at the cally limited to 10 students. excluding 205. Child Study Center required. Prerequisite: 205 and 224 or 213. Not open to students who Distribution: Epistemology and Cognition or Social and Prerequisite: 205 and 207. have taken [324R]. Behavioral Analysis Distribution: Social and Behavioral Analysis. Does not satisfy Distribution: Social and Behavioral Analysis. Does not satisfy Semester: Fall Unit: 1.0 the laboratory requirement. the laboratory requirement. Semester: Fall, Spring Unit: 1.25 Semester: Fall Unit: 1.25 PSYC 321 Community Psychology with Wintersession Applied Research PSYC 308 Systems of Psychotherapy PSYC 314R Research Methods in Cognitive Genero Wink Psychology Examines the sociocultural and developmental This course examines theory, research, and practice NOT OFFERED IN 2011-12. Introduction aspects of gender-specific instruction for girls and in three schools of psychotherapy: psychodynam- to research methods appropriate to the study of boys. The impact of single-gender public school ic, cognitive-behavioral, and humanistic. Topics human cognition (i.e., how people take in, inter- education on social identity, gender stereotypes, to be covered include underlying assumptions of pret, organize, remember, and use information in motivation, and academic achievement will be normalcy/pathology, theories of change, methods/ their daily lives). Individual and group projects. explored. An experiential component will be con- techniques, and relationship between therapist Laboratory. Each section typically limited to 10 ducted during Wintersession in partnership with and client. students. the Office of Public School Choice at the South Prerequisite: Open to juniors and seniors who have taken Carolina Department of Education. Students will 213 or 224 and one other 200-level unit, excluding 205, or Prerequisite: 205 and one of the following, 214, 215, 216, collect and analyze classroom-based observational permission of instructor. 217, 218, 219. Distribution: Social and Behavioral Analysis. Does not satisfy and interview data. During the spring, students Distribution: Social and Behavioral Analysis will review pertinent research literature, state-wide Semester: Spring Unit: 1.0 the laboratory requirement. Semester: N/O Unit: 1.25 survey data, and refect on the psychological and PSYC 310R Research Methods in Social public policy implications of differential educa- PSYC 316 Seminar. Language Acquisition Psychology tion. Not ofered every year. Subject to Dean’s Office Akert NOT OFFERED IN 2011-12. Children around approval. An introduction to research methods appropriate the world acquire their first language, spoken or Prerequisite: Open to juniors and seniors who have taken signed, with seemingly little effort. By the end of 205 and two 200-level courses. Application required. to the study of social psychology. Individual and Distribution: Social and Behavioral Analysis group projects on selected topics. Laboratory. Each their first year, they are saying their first words, Semester: Wintersession and Spring Unit: 1.25 section typically limited to 10 students. and a mere two years later they are speaking in full Prerequisite: 205 and 210. sentences! We will discuss the various factors that PSYC 322 Emotion, Cognition, and the Brain Distribution: Social and Behavioral Analysis. Does not satisfy play into children’s rapid acquisition of their first Steinmetz the laboratory requirement. language. Towards figuring out how children learn Emotion-based and cognitive-based processes Semester: Spring Unit: 1.25 language, we will talk about early speech percep- have traditionally been studied in isolation. Yet tion, word learning, the acquisition of phonology, PSYC 311 Seminar. Environmental Psychology in most circumstances, there are interactions morphology, syntax, and pragmatic knowledge. between these processes. For example, our mood, NOT OFFERED IN 2011-12. Exploration of the In addition, we will cover topics such as language or the emotional nature of the information we interaction between the physical environment and development disorders (e.g., autism), the critical are processing, can alter the ways in which we an individual’s behavior and feelings. Emphasis period hypothesis, sign language, bilingualism, attend to, or remember, information. In addition on relevant topics such as territoriality, personal and language and thought. Over the course of the to providing an overview of the methods used in space, and crowding. Some attention to children semester, we will understand the empirical meth- affective and cognitive neuroscience, this course and to environmental issues, such as conservation ods that guide the study of child language. will explore topics including how we use emotions and psychological consequences of natural disas- to make decisions, how we regulate our emotional ters. Specific settings, such as urban environments, responses, how we decide about the morality

179 Psychology of actions, and how we perceive, attend to, and tive abilities (and disabilities) by drawing upon PSYC 338 Social Influence remember emotional experiences. This course also the fields of cognitive neuroscience, behavioral Akert will examine how these processes break down in genetics, development, and human variation. We This course focuses on a major topic in social depression, anxiety disorder, and post-traumatic will address three types of question: What broad psychology: attitude formation and change. stress disorder. combination of nature and nurture, and what spe- Techniques of social infuence that we encounter Prerequisite: Open to juniors and seniors. Two 200-level cific genes and experiences, contribute to differing in everyday life will be explored, with a particular units, including 217, 218 or 219 or NEUR 200, and exclud- levels of ability? What are the neural and cognitive emphasis on advertising. The findings of empirical ing 205 bases of such abilities? What are their real-world research and theory will be used to understand Distribution: Epistemology and Cognition or Social and consequences? Behavioral Analysis persuasive messages. Topics include how emotion, Semester: Spring Unit: 1.0 Prerequisite: Two 200-level units, excluding 205, one of gender and culture are used to maximize the effec- which should be 214, 215, 216, 217, 218, 219 or NEUR tiveness of advertisements, and how stereotypes 200, or permission of instructor. PSYC 323R Research Methods in the Distribution: Epistemology and Cognition or Social and are both perpetuated and refuted in advertising. Psychology of Human Sexuality Behavioral Analysis Prerequisite: Open to juniors and seniors who have taken NOT OFFERED IN 2011-12. An introduction Semester: Spring Unit: 1.0 210 and one other 200-level unit, excluding 205, or permis- sion of instructor. to research methods appropriate to the study of PSYC 330 Psychology of Law Distribution: Social and Behavioral Analysis individual and group differences in sexual atti- Semester: Spring Unit: 1.0 tudes and behavior. Student projects use archival NOT OFFERED IN 2011-12. This course will and new survey data to investigate topics such document biases in jury decisions, inequalities PSYC 339 Seminar. Narrative Identity as sexual motivation and attraction, sexual self- in sentencing, factors that contribute to crimi- Cheek esteem and identity, intimacy in romantic rela- nal behavior, and other contemporary research Narrative psychology explores the human pro- tionships, and gender and cultural differences in findings in the psychology of law. Students will pensity to create and use stories about significant sexuality. Laboratory. Each section typically limited review research on jury selection, the reliability figures and events in the process of identity to 10 students. of eyewitness testimony, factors affecting the formation. Topics will include an exploration of Prerequisite: 205 and 208 or 219. Not open to students who perceived innocence or guilt of defendants, the use mermaids and related figures as cultural images, have taken 327. of hypnosis and lie-detector tests, blaming victims metaphors for personal transformation, and arche- Distribution: Social and Behavioral Analysis. Does not satisfy of crime, methods of interrogation, and issues sur- typal symbols of the collective unconscious. The the laboratory requirement. rounding testimony from children in abuse cases. Semester: N/O Unit: 1.25 Little Mermaid and La Sirene of Haitian vodou This course will explore both theory and research will be examined as representations of men’s fear on the psychology of law and will include case PSYC 326 Seminar. Child and Adolescent of, and attempts to control, women’s spirituality analyses. A fundamental goal of the course is to Psychopathology and sexuality. The personality theories of Jung and allow students to apply their psychological knowl- Theran Reich provide the framework for the seminar. edge and critical-thinking skills to the analysis of Description, etiology, and developmental patterns Prerequisite: Open to juniors and seniors who have taken two legal decisions and outcomes. of behavior problems of children, adolescents, and 200-level units, excluding 205, or permission of instructor. Distribution: Social and Behavioral Analysis their families. Topics include theories of child and Prerequisite: Open to juniors and seniors who have taken two 200-level units, excluding 205, or permission of instruc- Semester: Summer Unit: 1.0 adolescent psychopathology, externalizing prob- tor. Not open to students who have taken [230]. lems such as conduct disorder and attention-defi- Distribution: Social and Behavioral Analysis PSYC 340 Organizational Psychology cit/hyperactivity disorder, internalizing problems Semester: N/O Unit: 1.0 such as depression, anxiety, and children’s experi- NOT OFFERED IN 2011-12. An examination ences of trauma, and developmental disorders PSYC 333 Clinical and Educational Assessment of key topics, such as social environment of the such as mental retardation, risk and protective work place, motivation and morale, change and NOT OFFERED IN 2011-12. Current confict, quality of work life, work group dynam- factors for child psychopathology, and child and approaches to the psychological appraisal of family interventions. ics, leadership, culture, and the impact of work- individual differences in personality, intelligence, force demographics (gender, race, socioeconomic Prerequisite: Open to juniors and seniors who have taken two and special abilities will be investigated through status). Experiential activities, cases, theory, and 200-level units, excluding 205, or permission of instructor. the use of cases. Tests included in the survey are: Distribution: Social and Behavioral Analysis research. MMPI®, CPI®, WAIS®, Rorschach®, and the TAT®. Semester: Spring Unit: 1.0 Prerequisite: Open to juniors and seniors who have taken two Special emphasis will be placed on test interpreta- 200-level units excluding 205, or permission of instructor. PSYC 327 Seminar. Psychology of Human tion, report writing, and an understanding of Distribution: Social and Behavioral Analysis Sexuality basic psychometric concepts such as validity, reli- Semester: N/O Unit: 1.0 Cheek ability, and norms. Useful for students intending An examination of psychological approaches to pursue graduate study in clinical, personality, PSYC 341 Seminar. Psychology of Shyness to individual and group differences in sexual occupational, or school psychology. NOT OFFERED IN 2011-12. An examination attitudes and behavior. This course draws upon Prerequisite: Open to juniors and seniors who have taken two of psychological approaches to understanding theory and research from the fields of personal- 200-level units, excluding 205, or permission of instructor. shyness and the related self-conscious emotions Distribution: Social and Behavioral Analysis ity psychology and social psychology. Topics Semester: N/O Unit: 1.0 of embarrassment and shame. Topics include: include: sexual motivation and attraction; sexual genetics of shyness, evolutionary perspectives on self-esteem and identity; intimacy in romantic PSYC 337 Seminar. Prejudice and shyness in animals, adolescent self-consciousness, relationships; and gender and cultural differences Discrimination and individual and group differences in social in sexuality. Bahns behavior. Prerequisite: Open to juniors and seniors who have taken A discussion-based examination of social psy- Prerequisite: Open to juniors and seniors who have taken two 200-level units, excluding 205, or permission of instruc- chological theory and research on prejudice and two 200-level courses, excluding 205, or permission of tor. Not open to students who have taken 323R. instructor. Distribution: Social and Behavioral Analysis discrimination with applications to current social Distribution: Social and Behavioral Analysis Semester: Spring, Summer Unit: 1.0 issues. Topics include racism, sexism, heterosex- Semester: N/O Unit: 1.0 ism, ageism, and many other forms of intergroup PSYC 328 Seminar. Genes, Brains and Human bias, with an emphasis on the psychological PSYC 342 Seminar. Psychology of Optimism Variation mechanisms that underlie all prejudices. We will and Pessimism address two primary questions: (1) Why do people Wilmer NOT OFFERED IN 2011-12. An examination have prejudices? (2) What factors may reduce Why do only some people have a great sense of of the ways in which expectations infuence and intergroup bias? pitch, a keen memory for names or faces, or a are infuenced by thoughts, feelings, motivation, remarkable ability to locate “Where’s Waldo”? Prerequisite: Open to juniors and seniors who have taken and behavior. There are a variety of psychological 210 and one other 200-level unit, excluding 205, or permis- And why are some people only average (or even constructs that fall under the general rubric of below average) in these areas? We will critically sion of instructor. Distribution: Social and Behavioral Analysis optimism and pessimism, and research has shown evaluate a broad range of perceptual and cogni- Semester: Fall Unit: 1.0 that they relate to physical and mental health,

180 Psychology achievement, personal relationships, and even Prerequisite: Open to juniors and seniors who have taken during the summer or academic year, approval longevity. This seminar will explore those relation- two 200-level units, excluding 205. must be obtained from the department prior to Distribution: Social and Behavioral Analysis ships, with an emphasis on understanding both Semester: Fall Unit: 1.0 enrolling in the course. Transfer students wishing the costs and the benefits of personal and cultural to obtain credit for statistics courses taken prior to optimism and pessimism. PSYC 350 Research or Individual Study enrollment at Wellesley should consult the chair Prerequisite: Open to juniors and seniors with 212 or 210 of the department. Students will be expected to devote 10-12 hours and one other 200-level course, excluding 205. Research Methods Requirement: The depart- Distribution: Social and Behavioral Analysis per week to the advanced study of Psychology. ment currently offers seven research methods Semester: N/O Unit: 1.0 Prerequisite: Open by permission to juniors and seniors. Distribution: None courses: PSYC 304R, 307R, 310R, 312R, 313R, PSYC 344 Seminar. Social Imagination Semester: Fall, Spring Unit: 1.0 314R, and 323R. Research methods courses Gleason taken outside of Wellesley will not fulfill this An examination of the uses and types of imagi- PSYC 350H Research or Independent Study requirement. In order to be eligible for Senior Thesis Research (PSYC 360), students must com- nation in both childhood and adulthood. This Students will be expected to devote 5-6 hours per course will touch on the mechanics of mental plete the research methods course by the end of week to the advanced study of Psychology. the junior year. imagery and discuss the ways in which imagery is Prerequisite: Open by permission to juniors and seniors. manifest in cognition and particularly in manage- Distribution: None ment of social relationships. Emphasis will be Semester: Fall, Spring Unit: 0.5 Requirements for the Minor placed on the connections between imagination and emotion, such as in children’s enactment of PSYC 360 Senior Thesis Research The psychology minor consists of five units, scary or nurturant pretend play. How imagina- including one course at the 300 level and includ- Prerequisite: Completion of a research methods course by the ing 101. PSYC 299 and 350 do not count as one tion affects interpersonal interactions will be end of the junior year, and by permission of department. See considered, as will other topics such as children’s Academic Distinctions. of the five courses for the minor. At least three of creation of imaginary companions, imagina- Distribution: None the courses for the minor must be taken in the tion as pathology, and individual differences in Semester: Fall, Spring Unit: 1.0 department. imagination, imagery of individuals deprived of PSYC 370 Senior Thesis particular senses, and the infuence of imagination Honors on memory. Prerequisite: 360 and permission of department. Distribution: None The only route to honors in the major is writing Prerequisite: Open to juniors and seniors who have taken Semester: Fall, Spring Unit: 1.0 a thesis and passing an oral examination. To be two 200-level courses, excluding 205. Distribution: Epistemology and Cognition or Social and admitted to the thesis program, a student should Behavioral Analysis Requirements for the Major have a grade point average of at least 3.67 in Semester: Spring Unit: 1.0 all work in the major field above the 100 level; Psychology is a broad field, and the major is students with a slightly lower average who have a PSYC 345 Seminar. Selected Topics in designed to allow students to gain both breadth strong interest and commitment to research are Developmental Psychology and depth of knowledge in the field. To that end, welcome to submit applications. See Academic Pyers students take 200-level courses that represent Distinctions. Topic for 2011-12: “Mind-reading” in different areas of the field, but develop depth by Children. This course will trace the development taking a 200-level content course that then leads, Advanced Placement Policy of our understanding of what’s going on in other along with statistics, to a corresponding research people’s minds—their beliefs, goals, and inten- methods course in which they learn firsthand The unit given to students for advanced placement tions—and how we learn to use this information about how knowledge is developed within specific in psychology does not count towards the mini- to guide our own actions. Topics include infants’ subareas of the field. For example, a student may mum psychology major or minor at Wellesley, but abilities to follow pointing and eye-gaze and to take social psychology (210), followed by the it does fulfill the PSYC 101 requirement. If an AP engage in imitation and understand goal-directed research methods in social psychology course student with a score of 5 completes PSYC 101, actions; preschoolers’ knowledge of false belief, (310R), but she will also have taken at least two she will receive the appropriate psychology credit, deception, and accidents; the roles that language other 200 level courses, including one from the but will receive no AP credit. and social interaction play in developing our 214–219 set of courses that historically have Advanced-placement credit for statistics does not knowledge of other minds: and the effects of focused on somewhat different research questions exempt students from or fulfill the PSYC 205 lacking this knowledge, as may be the case for than has social psychology. requirement. An AP student with a score of 5 in children and adults with autism. Observations at The psychology major consists of at least 9.25 statistics must still take 205, but can receive AP the Child Study Center (outside of class time) will units, including 101, 205 (Statistics) and a credit. be required. research-methods course plus at least three addi- Prerequisite: Open to juniors and seniors who have taken tional courses at the 200 level and two additional 207 and one other 200-level course, excluding 205. courses at the 300 level. Of the 200-level courses, Interdepartmental Majors Distribution: Social and Behavioral Analysis at least one must be a course numbered 207–213 Students interested in an interdepartmental major Semester: Fall Unit: 1.0 (courses on developmental, social, personality, in neuroscience or cognitive and linguistic sciences and abnormal psychology) and at least one must PSYC 349 Seminar. Nonverbal Communication are referred to the section of the catalog where be numbered 214–219 (courses on cognition, these programs are described. They should consult Akert memory, language, sensation and perception, and with the directors of the neuroscience or cognitive An examination of the use of nonverbal com- biological psychology). Independent study courses and linguistic sciences programs. munication in social interactions. Systematic (250 and 250H) count toward the major, but observation of nonverbal behavior, especially not toward the required three 200-level courses. facial expression, tone of voice, gestures, personal Only one independent study course (350, 350H) space, and body movement. Readings include or thesis course (360, 370) can count as one of scientific studies and descriptive accounts. Issues the two 300-level courses required in addition to include: the communication of emotion; cultural the research-methods course. PSYC 299 does not and gender differences; the detection of decep- count as one of the nine courses for the major. tion; the impact of nonverbal cues on impression At least five of the courses for the major must be formation; nonverbal communication in specific taken in the department. settings (e.g., counseling, education, interpersonal relationships). Statistics: 205 is the only Wellesley statistics course that will count toward the fulfillment of the major. In order to obtain Wellesley credit for a statistics course taken at another institution

181 Psychology Quantitative Reasoning QR 140 Introduction to Quantitative CHEM 205 Chemical Analysis and Equilibrium Reasoning with Laboratory Program Polito, Taylor CHEM 232 Physical Chemistry for the In this course, students develop and apply mathe- Life Sciences with Laboratory Director/Senior Lecturer: Taylor matical, logical, and statistical skills to solve prob- CHEM 233 Physical Chemistry I with Lecturer: Polito lems in authentic contexts. The quantitative skills emphasized include algebra, geometry, probability, Laboratory Advisory Committee: Brabander (Geosciences), statistics, estimation, and mathematical modeling. CHEM 361 Ducas (Physics), Flynn (Chemistry), Genero Analytical Chemistry with Throughout the course, these skills are used to Laboratory (Psychology), Hawes (Education), Keane solve real world problems, from personal finance A (Psychology), McGowan (Philosophy), Shuchat to medical decision-making. A student passing ECON 103/SOC 190 Introduction to Probability (Mathematics), Stark (Physics), Swingle (Sociology), this course satisfies the basic skills component and Statistical Methods Wolfson (Chemistry) of the quantitative reasoning requirement. This ES 101 Fundamentals of Environmental Science The ability to think clearly and critically about course is required for students who do not pass the with Laboratory quantitative issues is imperative in contemporary Quantitative Reasoning Assessment. Those who GEOS 101 Earth Processes and the Environment society. Today, quantitative reasoning is required pass the assessment, but still want to enroll in this with Laboratory in virtually all academic fields, is used in most course must receive permission of the instructor. every profession, and is necessary for deci- Prerequisite: Permission of the instructor required for GEOS 102 The Dynamic Earth with Laboratory sion making in everyday life. The Quantitative students with a score of 9.5 or above on the Quantitative MATH 101 Reasoning with Data: Elementary Reasoning Assessment. Reasoning Program is designed to ensure that Applied Statistics Wellesley College students are proficient in the use Distribution: None Semester: Fall, Spring Unit: 1.0 of mathematical, logical, and statistical problem- MATH 101Z Reasoning with Data: Elementary Applied Statistics with Health Applications solving tools needed in today’s increasingly quan- QR 180 Statistical Analysis of Education Issues titative world. Taylor MATH 220 Probability and Elementary Statistics The Quantitative Reasoning Program provides a NOT OFFERED IN 2011-12. OFFERED IN PHYS 202 Introduction to Quantum Mechanics number of services to the academic community. 2012-13. What factors explain individual and and Thermodynamics with Laboratory It oversees the administration of the Quantitative group differences in student achievement test POL 199 Introduction to Research Methods in Reasoning Assessment (described below) and staffs scores and educational attainment? Do inequities Political Science QR 140, the basic-skills course, and some overlay in financing public elementary and secondary courses. The Program also provides tutorial sup- schools matter in terms of student achievement PSYC 205 Statistics port to students and instructors of quantitative and future employment? This course explores the PSYC 305 Seminar. Advanced Statistical Methods reasoning overlay courses. Finally, the Quantitative theories, statistical methods, and data used by and SPSS Reasoning Program provides curricular support social scientists and education researchers in exam- to faculty interested in modifying existing courses ining these and other education issues. Students QR 180 Statistical Analysis of Education Issues or designing new ones so that these courses will collect, analyze, interpret, and present quantitative SOC 190/ECON 103 Introduction to Probability satisfy the overlay component of the quantitative data. They begin with descriptive statistics and and Statistical Methods reasoning requirement. work up to inferential statistics, including hypoth- esis testing and regression analyses. Prerequisites: Fulfillment of the basic skills component of the The Quantitative Reasoning Quantitative Reasoning requirement. Not open to students Requirement who have taken or are taking ECON 103/SOC 190, MATH 101, MATH 101Z, POL 199, or PSYC 205. All students must satisfy both components of the Distribution: Social and Behavioral Analysis. Fulfills the quantitative reasoning requirement: Quantitative Reasoning overlay course requirement. the basic-skills component and the overlay course Semester: N/O. Offered in 2012-13. Unit: 1.0 component. The basic-skills component is satis- fied either by passing the Quantitative Reasoning Overlay Course Component Assessment given during Orientation or by pass- ing QR 140, the basic-skills course that builds The following courses satisfy the overlay course mathematical skills in the context of real-world component of the quantitative reasoning require- applications. Students are required to satisfy the ment. In order to register for a course on this list, a basic skills component in their first year so that student must first satisfy the basic skills component they may enroll in the many courses for which of the quantitative reasoning requirement by passing basic quantitative skills (including algebra, geom- either the quantitative reasoning assessment or etry, basic probability and statistics, graph theory, QR 140. estimation, and mathematical modeling) are a Note that this list is subject to change. Check prerequisite. individual department listings for information The overlay component is satisfied by passing a about when each course is offered. quantitative reasoning overlay course or by scor- ASTR 206 Astronomical Techniques with ing a 5 on the AP Statistics exam. Quantitative Laboratory reasoning overlay courses emphasize statistical analysis and interpretation of data in a specific BISC 109 Human Biology with Laboratory discipline. The Committee on Curriculum and BISC 111 Introductory Organismal Biology with Academic Policy has designated specific courses Laboratory in fields from across the curriculum as ones that satisfy the quantitative reasoning overlay require- BISC 111T Introductory Organismal Biology ment. These courses (listed below) may also be with Laboratory (Tropical Island) used to satisfy a distribution requirement. See the BISC 113 Exploration of Organismal Biology Statistics section of the catalog for more informa- with Laboratory tion about some of these quantitative reasoning BISC 198 Statistics in the Biosciences overlay courses. BISC 201 Ecology with Laboratory CHEM 120 Intensive Introductory Chemistry with Laboratory

182 Quantitative Reasoning REL 106 Children of Abraham Prerequisite: None. Open to first-year students only. Department of Religion Distribution: Religion, Ethics, and Moral Philosophy Geller Semester: N/O Unit: 1.0 Professor: Elkins, Geller, Hobbs, Kodera (Chair), NOT OFFERED IN 2011-12. An exploration Marini, Marlow A2 of key facets of Judaism, Christianity, and Islam REL 115 First-year Seminar: Radical with attention to elements of change, continuity, Adjunct Associate Professor: Rollman Individualism and the Common Good and diversity within these evolving traditions. Marini Assistant Professor: Silver Consideration of the relationships among the There is a deep contradiction at the heart of con- Religious belief and practice have played an Abrahamic traditions in historical and compara- temporary American culture. Some call it a crisis. essential role in creating and challenging personal tive perspectives. Topics may include origins, On one hand, the United States is unquestionably identity and societal norms since the dawn of scripture, revelation, structure, institutions, holy committed to the values of radical individual- human history. The study of religion is therefore men and women, sacred cities, pilgrimage, law, ism, marked especially by free-market capitalism, a constituting element of humanistic inquiry. The and fundamentalism. consumerism, and libertarian politics. On the Religion Department pursues that inquiry through Prerequisite: None other hand, increasing competition and diversity the critical interpretation of religious traditions, Distribution: Religion, Ethics, and Moral Philosophy require principles of the common good to sustain offering courses by scholars trained in Buddhism Semester: N/O Unit: 1.0 the cultural coherence, social media, and environ- and the traditions of East Asia, Hebrew Bible and mental stability necessary for civil society to func- REL 108 Introduction to Asian Religions the Ancient Near East, New Testament and Earliest tion effectively. This seminar will investigate the Christianity, Judaism, Catholic and Protestant Kodera confict between these two sets of values through Christianity, and Islam. Students may also study of An introduction to the major religions of India, theoretical readings and the inspection of everyday religions of Africa, South America, and South Asia Tibet, China, and Japan with particular attention life in twenty-first century America. The course in cognate programs and departments. to universal questions such as how to overcome asks whether there ought to be any constraints on the human predicament, how to perceive ultimate individualism that can be justified by appeal to the The Religion Department’s courses employ a wide reality, and what is the meaning of death and the range of critical methods for interpreting these common good, and if so, what those constraints end of the world. Materials taken from Islam, should be. traditions including historical, literary, social, Hinduism, Buddhism, Confucianism, Taoism, comparative, and cultural studies as well as moral and Shinto. Comparisons made, when appro- Prerequisite: None. Open to first-year students only. and metaphysical refection. The intellectual Distribution: Religion, Ethics, and Moral Philosophy priate, with Hebrew and Christian Scriptures. Semester: Spring Unit: 1.0 breadth and depth of Religion Studies has helped Normally alternates with REL 109. to prepare our graduates for many careers includ- Prerequisite: None. Not open to students who have taken REL 116 Seminar. Apocalypticism and ing business, law, medicine, public service, and REL 109. teaching as well as ministry. Armageddon: Imagining the Endtime Distribution: Religion, Ethics, and Moral Philosophy Geller Semester: Fall, Summer Unit: 1.0 Goals for the Major NOT OFFERED IN 2011-12. A study in histori- Students who elect a major in Religion will REL 109 Religions of the Silk Road cal, religious, and cultural contexts of selected acquire these competencies and skills: Marlow literary texts, social movements, and films which ••Substantial knowledge of one of the great An introduction to the major religious com- envision the endtime. The seminar will examine religious traditions or a central theme in two or munities and traditions of East, South and West sources from antiquity to the present including more traditions. Asia, with particular attention to their contacts Jewish and Christian apocalyptic texts and move- ments of the Hellenistic and Roman eras such as ••Close reading and interpretation of sacred texts and interactions as facilitated by trade, travel and pilgrimage from antiquity until roughly the the Biblical books of Daniel and Revelation, the and religious writings, including their specialized Jesus Movement, and the Roman-Jewish wars rhetoric, forms, and contexts. fifteenth century. The framework for our study of these religious cultures will be the “Silk Road,” of the first and second centuries. Additionally, ••Significant mastery of critical methods used in which stretched from Eastern China to the it will examine the Sabbatian movement of the contemporary scholarship on religion. Mediterranean Sea and linked together the many seventeenth century, and modern apocalypticism communities that thrived across Eurasia through- refected in the 1993 Waco tragedy and endtime REL 104 Study of the Hebrew Bible/Old out the preindustrial era. In addition to Buddhism speculations concerning Jerusalem. Attention also Testament and Islam, the course will cover Confucianism, to the genre of apocalyptic cinema including such On the Beach Silver Daoism, Jainism, Hinduism and Zoroastrianism, classics as (1959) and recent films The Happening 2012 Critical introduction to the Hebrew Bible/Old as well as Manichaeanism and Nestorian such as (2008) and (2009). Testament, studying its role in the history and Christianity. Readings are drawn from founda- Prerequisite: None. Open to first-year students only. culture of ancient Israel and its relationship to Distribution: Religion, Ethics, and Moral Philosophy tional sacred texts, and the accounts of merchants, Semester: N/O Unit: 1.0 ancient Near Eastern cultures. Special focus on travelers and pilgrims. Additional attention to the fundamental techniques of literary, historical, the material cultures and artistic works produced REL 118 First-year Seminar: The and source criticism in modern scholarship, with by the religious communities of the Silk Road. “Untouchables” of India and Their Liberators emphasis on the Bible’s literary structure and com- Normally alternates with REL 108. positional evolution. Kodera Prerequisite: None. Not open to students who have taken Discussion-based seminar for first-year students Prerequisite: None REL 108. on the two reformers of 20th century India. How Distribution: Historical Studies or Religion, Ethics, and Distribution: Religion, Ethics, and Moral Philosophy Moral Philosophy Semester: Fall Unit: 1.0 did Mahatma Gandhi develop his philosophy Semester: Fall Unit: 1.0 of “non-violence” (ahimsa) and use it to achieve REL 114 Seminar. Science and the Bible independence from British colonialism? Where REL 105 Study of the New Testament Silver and why did Gandhi think it had failed? How Hobbs NOT OFFERED IN 2011-12. Discussion of did his life and teaching infuence the liberation The writings of the New Testament as diverse controversies over the Bible and its relevance to movement outside India, including the Civil expressions of early Christianity. Close reading scientific inquiry. Examination of significant areas Rights Movement in America? What did B.R. of the texts, with particular emphasis upon the of perceived confict between science and religion Ambedkar experience as an “untouchable” (Dalit) Gospels and the letters of Paul. Treatment of the such as: evolutionary theory, geological history, in his youth? Why did he become a Buddhist to literary, theological, and historical dimensions environmental stewardship, neuro-scientific liberate himself and others from the Hindu “Caste of the Christian scriptures, as well as of methods models of the mind, and genetic engineering. We System”? How is his legacy preserved in the Indian of interpretation. The beginnings of the break will ask how religious believers have drawn upon Constitution today? Requirements: active par- between the Jesus movement and Judaism will be the Bible to develop critical perspectives toward ticipation in discussion, joint paper writing and specially considered. aspects of the scientific project, and we will assess presentation; no exams. Prerequisite: None the benefits and limitations of using ancient texts Prerequisite: None. Open to first-year students only. Distribution: Historical Studies or Religion, Ethics, and in this way. Distribution: Religion, Ethics, and Moral Philosophy Moral Philosophy Semester: Fall Unit: 1.0 Semester: Fall, Spring Unit: 1.0

183 Religion REL 200 Theories of Religion REL 209 Women, Sexuality, and Patriarchalism REL 216 Christian Thought and Practice: Marini in the New Testament 100–1600 NOT OFFERED IN 2011-12. An exploration Hobbs Elkins of theoretical models and methods employed The world from which Christianity emerged was Scripture and tradition, orthodoxy and her- in the study of religions. Particular attention to largely patriarchal and sexist, with a variety of esy, good and evil, free will and determinism, approaches drawn from anthropology, sociology, attitudes towards sexual behavior and marriage. monasticism and evangelization, mysticism and and psychology. Readings taken from writers of The Christian movement itself took several differ- crusade: infuential thinkers on central concerns continuing infuence in the field: William James ent approaches toward each of these issues, which of Early, Medieval, and Renaissance/Reformation and Sigmund Freud, Max Weber and Emile found their way into the New Testament collec- Christianity. Special attention to the diversity of Durkheim, Clifford Geertz and Victor Turner, tion and thus became the foundation for a mul- traditions and practices, including devotion to Carl Jung and Mircea Eliade, Karl Marx and Paul tiplicity of stances in later centuries. This variety saints, veneration of icons, and uses of scripture. Ricoeur. Normally alternates with REL 230. in the documents will be examined, with special Prerequisite: None Prerequisite: None attention to their roots and their results. Normally Distribution: Historical Studies or Religion, Ethics, and Distribution: Religion, Ethics, and Moral Philosophy or alternates with REL 211. Moral Philosophy Semester: Spring Unit: 1.0 Social and Behavioral Analysis Prerequisite: None Semester: N/O Unit: 1.0 Distribution: Historical Studies or Religion, Ethics, and Moral Philosophy REL 217 Christian Thought from the REL 203 Prophets and Prophecy in Semester: Fall Unit: 1.0 Reformation to the Present Ancient Israel Marini Silver REL 211 Jesus of Nazareth NOT OFFERED IN 2011-12. A study of defin- NOT OFFERED IN 2011-12. Examination of Hobbs ing issues and essential thinkers in the Christian texts in the Hebrew Bible bearing on the phenom- NOT OFFERED IN 2011-12. Historical study religious tradition from the sixteenth century to enon of prophecy: narrative descriptions of pro- of Jesus, first as he is presented in the Gospels, the present. Faith and grace, free will and deter- phetic behavior and literary texts that purport to followed by interpretations of him at several minism, mysticism and radicalism, reason and be the words of the biblical prophets themselves. subsequent stages of Christian history. In addition emotion, secularization and existentialism, ortho- Consideration of prophetic behavior in its ancient to the basic literary materials, examples from the doxy and doubt, religious morality and social Near Eastern context and in relation to the unique visual arts and music will be considered, such as action examined in writings by Luther, Calvin, cultural, social and political conditions in ancient works by Michelangelo, Grünewald, J.S. Bach, Pascal, Locke, Wesley, Newman, Kierkegaard, Israel. Particular attention to the relationship Beethoven, and Rouault, as well as a film by Bonhoeffer, and Tillich. Normally alternates with between poetry and political critique and on the Pasolini. The study will conclude with the modern REL 219. transition from orally delivered oracles to written “quest for the historical Jesus.” Normally alternates Prerequisite: None prophetic texts. with REL 209. Distribution: Historical Studies or Religion, Ethics, and Prerequisite: None Prerequisite: None Moral Philosophy Distribution: Historical Studies or Religion, Ethics, and Distribution: Religion, Ethics, and Moral Philosophy Semester: N/O Unit: 1.0 Moral Philosophy Semester: N/O Unit: 1.0 Semester: N/O Unit: 1.0 REL 218 Religion in America REL 213 The Gnostic Scriptures Marini REL 205 Cosmic Order and the Ordered Self: Hobbs NOT OFFERED IN 2011-12. A study of the Wisdom Literature in the Hebrew Bible NOT OFFERED IN 2011-12. An examination religions of Americans from the colonial period Silver of the library of Gnostic scriptures discovered to the present. Special attention to the impact The worldview of ancient Israelite wisdom litera- at Nag Hammadi, Egypt, in 1945. This largely of religious beliefs and practices in the shaping ture: its philosophical, ethical and cosmological fourth-century collection contains a variety of of American culture and society. Representative systems, and broader cross-cultural contexts. Also Gospels, of Acts, of Apocalypses, and many other readings from the spectrum of American religions the adaptation of individual ethical doctrines to treatises revealing the complex belief system of including Aztecs and Conquistadors in New the governance of the political collective during the group(s) of Christians who preserved them, Spain, the Puritans, Jonathan Edwards and John the great Judean reform movement of the seventh translating them from Greek into Coptic (and Wesley, Ralph Waldo Emerson, Isaac Meyer century B.C.E., and the breakdown of this system now available in English translation). The Gospel Wise, Mary Baker Eddy, Dorothy Day, Black in the wake of the Babylonian Exile. Special atten- of Thomas, the Gospel of Truth, and the Gospel Elk, Martin Luther King, Jr., and contemporary tion to scribal responses to the Problem of Evil of Mary [Magdalene] are among the better known Fundamentalists. Normally alternates with REL and their ideas on the relationship between the of these Scriptures. 220. created cosmos and divine intentionality. Prerequisite: None Prerequisite: None Prerequisite: None Distribution: Historical Studies or Religion, Ethics, and Distribution: Historical Studies or Religion, Ethics, and Distribution: Historical Studies or Religion, Ethics, and Moral Philosophy Moral Philosophy Moral Philosophy Semester: N/O Unit: 1.0 Semester: N/O Unit: 1.0 Semester: Spring Unit: 1.0 REL 215 Christian Spirituality REL 219 Christian Ritual REL 208/CPLT 208 Legend, Satire, and Elkins Marini Storytelling in the Hebrew Bible A study of historical and contemporary writings NOT OFFERED IN 2011-12. A study of reli- Silver that exemplify varieties of Christian spirituality. gious ritual and its practice in the Christian tradi- The art of narrative composition in the Hebrew Historical texts include Augustine’s Confessions, tion: sacraments, liturgies, pilgrimage, revivalism, Bible. The literary techniques and conventions of Thomas à Kempis’s Imitation of Christ, Teresa of televangelism, and their associated sacred arts. ancient Israelite authors in the Bible’s rich corpus Avila’s Autobiography, John Bunyan’s The Pilgrim’s Particular attention to ritual theory and the roles of stories. Philosophical and aesthetic treatment of Progress, an anonymous Russian’s Way of the of text, gesture, music, image, and architecture in themes such as kingship, power, gender and cove- Pilgrim, and Martin Luther King, Jr.’s Strength to the ritual process. Integrated study of major ritual nant. Primary focus on the role of narrative in the Love. Contemporary spiritual literature represents complexes including Hagia Sophia (Istanbul), St. cultural life of ancient Israel, with attention also to a diversity of new perspectives, including ecofemi- Peter’s (Rome), Basilica of Guadalupe (Mexico the difficulties of interpreting biblical stories from nist, mujerista, and Asian American. Normally City), Thomaskirche (Leipzig), Old South within our contemporary milieu. Students may alternates with REL 225. Meetinghouse (Boston), Apostolic Church of God register for either REL 208 or CPLT 208 and credit Prerequisite: None (Chicago) and the Crystal Cathedral (Orange will be granted accordingly. Distribution: Religion, Ethics, and Moral Philosophy County, California). Normally alternates with REL Prerequisite: None Semester: Fall Unit: 1.0 217. Distribution: Historical Studies or Religion, Ethics, and Prerequisite: None Moral Philosophy Distribution: Arts, Music, Film, Theater, Video, or Religion, Semester: Fall Unit: 1.0 Ethics, and Moral Philosophy Semester: N/O Unit: 1.0

184 Religion REL 220 Religious Themes in American Fiction attitudes toward virginity, the roles of women, and REL 245 The Holocaust and the Nazi State Marini “the feminization of the deity.” Normally alternates Geller NOT OFFERED IN 2011-12. Human nature with REL 221. An examination of the origins, character, course, and destiny, good and evil, love and hate, loyalty Prerequisite: None and consequences of Nazi anti-Semitism during and betrayal, tradition and assimilation, salvation Distribution: Historical Studies or Religion, Ethics, and the Third Reich. Special attention to Nazi racialist Moral Philosophy and damnation, God and fate in the writings of Semester: Spring Unit: 1.0 ideology, and how it shaped policies that affected Hawthorne, Thoreau, Melville, Harriet Beecher such groups as the Jews, the disabled, the Roma Stowe, Leslie Marmon Silko, Rudolfo Anaya, REL 230 Ethics and the Sinti, Poles and Russians, Afro-Germans, Alice Walker, and Allegra Goodman. Reading Marini homosexuals, and women. Consideration also of and discussion of these texts as expressions of An inquiry into the nature of values and the the impact of Nazism on the German medical and the diverse religious cultures of nineteenth- and methods of moral decision-making. Examination teaching professions. twentieth-century America. Normally alternates of selected ethical issues, including self-interest, Prerequisite: None with REL 218. freedom, collective good, capitalism, just war, Distribution: Historical Studies or Religion, Ethics, and Prerequisite: None Moral Philosophy racism, environmental pollution, globalism, and Semester: Spring Unit: 1.0 Distribution: Language and Literature or Religion, Ethics, religious morality. Introduction to case study and Moral Philosophy Semester: N/O Unit: 1.0 and ethical theory as tools for determining moral REL 247 The World of the Bible choices. Normally alternates with REL 200. Geller REL 221 Contemporary Catholicism Prerequisite: None A historical examination of the milieus in which Elkins Distribution: Religion, Ethics, and Moral Philosophy the Hebrew Bible and New Testament emerged, Semester: Fall Unit: 1.0 NOT OFFERED IN 2011-12. Current issues and a study of selected Biblical texts in histori- in the Roman Catholic Church, with particular cal context. An exploration of both literary and REL 240/CLCV 240 Romans, Jews, and attention to the American situation. Topics archaeological data to reconstruct facets of the his- Christians in the Roman Empire include sexual morality, social ethics, spiritual- tory, religion, and culture, including the roles and Geller, Rogers (History) ity, women’s issues, dogma, liberation theology, depictions of women, of ancient Israel and the At the birth of the Roman Empire virtually all of ecumenism, and interreligious dialogue. Readings Jewish and Christian communities of the Roman its inhabitants were practicing polytheists. Three represent a spectrum of positions. Normally alter- Empire. centuries later, the Roman Emperor Constantine nates with REL 226. was baptized as a Christian and his successors Prerequisite: None Distribution: Historical Studies or Religion, Ethics, and Prerequisite: None eventually banned public sacrifices to the gods and Distribution: Religion, Ethics, and Moral Philosophy Moral Philosophy Semester: N/O Unit: 1.0 goddesses who had been traditionally worshipped Semester: Summer Unit: 1.0 around the Mediterranean. This course will exam- REL 224/MUS 224 Hildegard of Bingen ine Roman-era Judaism, Graeco-Roman polythe- REL 248 The Dead Sea Scrolls Elkins, Fontijn (Music) ism, and the growth of the Jesus movement into Silver NOT OFFERED IN 2011-12. This interdisci- the dominant religion of the late antique world. NOT OFFERED IN 2011-12. Survey of the plinary course will focus on the music, dramatic Students may register for either REL 240 or CLCV texts discovered in the 1940’s and 1950’s at productions, vision literature, and theology of 240 and credit will be granted accordingly. the site of Wadi Qumran in the Judean desert. the renowned twelfth-century abbess, Hildegard Prerequisite: None Investigation of biblical manuscripts, apocryphal of Bingen. Attention will also be given to her Distribution: Historical Studies or Religion, Ethics, and and non-canonical texts, and sectarian documents. Moral Philosophy Consideration of the controversies surrounding scientific work on medicine, the manuscript Semester: Fall Unit: 1.0 illuminations of her visions, and the productions the scrolls and the community that produced them. Particular attention paid to the apocalyptic of her popular music today. Students may register REL 243 Women in the Biblical World and eschatological themes of the scrolls in relation for either REL 224 or MUS 224 and credit will be Geller to the political events of the period. granted accordingly. NOT OFFERED IN 2011-12. The roles and Prerequisite: None images of women in the Bible, and in early Jewish Prerequisite: None Distribution: Historical Studies or Religion, Ethics, and Distribution: Arts, Music, Theater, Film, Video, or Religion, and Christian literature, examined in the context Ethics, and Moral Philosophy Moral Philosophy Semester: N/O Unit: 1.0 of the ancient societies in which these documents Semester: N/O Unit: 1.0 emerged. Special attention to the relationships REL 225 Women in Christianity among archaeological, legal, and literary sources in REL 250 Research or Individual Study Elkins reconstructing the status of women in these societ- Prerequisite: Open to first-year students and sophomores NOT OFFERED IN 2011-12. Martyrs, mystics, ies. Normally alternates with REL 244. only. witches, wives, virgins, reformers, and ministers: a Prerequisite: None Distribution: None Semester: Fall, Spring Unit: 1.0 survey of women in Christianity from its origins Distribution: Historical Studies or Religion, Ethics, and Moral Philosophy until today. Focus on women’s writings, both Semester: N/O Unit: 1.0 REL 250H Research or Individual Study historical and contemporary. Special attention to modern interpreters—feminists, Third-World Prerequisite: Open to first-year students and sophomores REL 244 Jerusalem: The Holy City only. women, and women of color. Normally alternates Geller Distribution: None with REL 215. An exploration of the history, archaeology, and Semester: Fall, Spring Unit: 0.5 Prerequisite: None architecture of Jerusalem from the Bronze Age to Distribution: Historical Studies or Religion, Ethics, and the present. Special attention both to the ways in REL 251/SAS 251 Religion in South Asia Moral Philosophy Shukla-Bhatt (South Asia Studies) Semester: N/O Unit: 1.0 which Jerusalem’s Jewish, Christian, and Muslim communities transformed Jerusalem in response NOT OFFERED IN 2011-12. An examina- REL 226 The Virgin Mary to their religious and political values and also to tion of the religions in South Asia as expressed in sacred texts and arts, religious practices, and Elkins the role of the city in the ongoing Middle East institutions in a historical manner. Concentration The role of the Virgin Mary in historical and and Israeli-Palestinian peace process. Normally on the origins and development of Hindu tradi- contemporary Christianity. Topics include Mary alternates with REL 243. tions, Buddhism, Jainism, and Sikhism, as well in the Bible and early Christian writings, devo- Prerequisite: None as integration of Islam and Christianity in the tion to her in the Middle Ages, her role in Islam, Distribution: Historical Studies or Religion, Ethics, and Moral Philosophy religious landscape of South Asia. Interactions artistic productions in her honor, debates about Semester: Fall Unit: 1.0 among the diverse communities of the region will her body and her power, and her “appearances” at also form a major theme. Students may register Guadalupe, Lourdes, Fatima, and in the late twen- for either REL 251 or SAS 251 and credit will be tieth and early twenty-first centuries. Attention granted accordingly. also to the relation between concepts of Mary and

185 Religion Prerequisite: None Prerequisite: None REL 262 The Formation of the Islamic Distribution: Historical Studies or Religion, Ethics, and Distribution: Historical Studies or Religion, Ethics, and Moral Philosophy Moral Philosophy Tradition Semester: N/O Unit: 1.0 Semester: N/O Unit: 1.0 Marlow Historical study of the Islamic tradition, from its REL 253 Buddhist Thought and Practice REL 259 Christianity in Asia beginnings in Arabia through its shaping in the Kodera Kodera seventh-tenth centuries in the diverse and newly A study of Buddhist views of the human predica- NOT OFFERED IN 2011-12. History of the integrated regions of Western and Central Asia ment and its solution, using different teachings Christian tradition in South and East Asia from and North Africa. Topics include the sacred sourc- and forms of practice from India, Southeast Asia, the first century to the present. Emphasis on the es of the Islamic religious tradition, the Prophet Tibet, China, and Japan. Topics including the Christian impact, both positive and negative, and the Qur’an; the formulation of religious law, historic Buddha’s sermons, Buddhist psychology on Asian societies; why Asia rejected Western ethics, theology and philosophy; varied patterns and cosmology, meditation, bodhisattva career, Christianity; and the development of uniquely of piety and mysticism; and the development Tibetan Tantricism, Pure Land, Zen, and dia- Asian forms of Christian belief, practice and socio- of Sunni and Shi’i understandings of Islam and logues with and infuence on the West. Normally political engagement. Topics include: Thomas’s Islamic history. Particular attention to the diver- alternates with REL 257. supposed “apostolic mission” to Kerala, India in sity within the Islamic tradition, its inter-cultural Prerequisite: None the first century; the Nestorian “heretics” in T’ang contacts, and its continuing processes of reinter- Distribution: Historical Studies or Religion, Ethics, and China; symbiosis of Jews, Muslims and Christians pretation. The course also addresses approaches, Moral Philosophy in ninth-century China; the two sixteenth-century methods, issues and new directions in the study Semester: Fall Unit: 1.0 Jesuits (Francis Xavier and Matteo Ricci); Spanish of Islam and Muslim societies. Normally alternates colonialism and the Roman Catholics of the with REL 260. REL 254 Chinese Thought and Religion Philippines; the 26 martyrs of Japan (1597); Prerequisite: None Kodera the Taiping Rebellion; Uchimura’s “No Church Distribution: Historical Studies or Religion, Ethics, and Continuity and diversity in the history of Chinese Christianity”; Horace Allen in Korea; Kitamori’s Moral Philosophy thought and religion from the ancient sage-kings “Pain of God Theology”; Endo’s “Silence of God”; Semester: Fall Unit: 1.0 of the third millennium B.C.E. to the present. India’s “untouchables” and Christianity; Mother REL 263 Islam in the Modern World Topics include: Confucianism, Taoism, Chinese Teresa of Calcutta; the Three Self Movement in Buddhism, folk religion, and their further devel- the People’s Republic of China; Korea’s Minjung Rollman (History) NOT OFFERED IN 2011-12. opments and interaction. Materials drawn from Theology; and the rise of Asian American The role of Islam philosophical and religious and literary works. Christianity. in the modern history of Turkey, the Arab world, Normally alternates with REL 255. Iran, and South Asia, with particular reference to Prerequisite: None Prerequisite: None Distribution: Historical Studies or Religion, Ethics, and the nineteenth and twentieth centuries. Explores Distribution: Historical Studies or Religion, Ethics, and Moral Philosophy the rise of nationalism, secularism, modernism, Moral Philosophy Semester: N/O Unit: 1.0 “fundamentalism,” and revolution in response to Semester: Spring Unit: 1.0 the political, socioeconomic, and ideological crises REL 260 Islamic/ate Civilizations of the period. Issues include legal and educational REL 255 Japanese Religion and Culture Marlow reform, the status of women, dress, and econom- Kodera NOT OFFERED IN 2011-12. Historical survey ics. Readings from contemporary Muslim religious NOT OFFERED IN 2011-12. Constancy and of Muslim-majority societies and the diverse scholars, intellectuals, and literary figures. change in the history of Japanese religious thought cultural forms produced within them from the Prerequisite: None and its cultural and literary expression from the seventh century to the beginnings of the modern Distribution: Historical Studies or Religion, Ethics, and prehistoric “age of the gods” to contemporary period. Topics include literary and artistic expres- Moral Philosophy Japan. An examination of Japanese indebtedness sion, architecture, institutions, philosophical and Semester: N/O Unit: 1.0 to, and independence from, Korea and China, political thought, religious thought and practice. REL 269 Religion and Culture in Iran assimilation and rejection of the West, and pres- Critical attention to the concept of “civilization” ervation of indigenous tradition. Topics include: and its uses and drawbacks for understanding the Marlow NOT OFFERED IN 2011-12. Shinto, distinctively Japanese interpretations of complex historical and cultural processes under An exploration Buddhism, neo-Confucianism, their role in mod- study in the course. Normally alternates with of the history of Iran and its peoples from antiq- ernization and nationalism, Western colonialism, REL 262. uity to the present. Topics include cultural and and modern Japanese thought as a crossroad of religious life; social and economic developments; Prerequisite: None East and West. Normally alternates with REL 254. Distribution: Historical Studies or Religion, Ethics, and government and court politics; the interactions Prerequisite: None Moral Philosophy among rural, urban and nomadic communities; Distribution: Historical Studies or Religion, Ethics, and Semester: N/O Unit: 1.0 the lives and roles of women; commerce, cultural Moral Philosophy exchange, and the impact on Iran of European Semester: N/O Unit: 1.0 REL 261 Cities of the Islamic World imperial rivalries; the forging of the nation-state, Marlow discontent and dissent; the Islamic Revolution, REL 257 Contemplation and Action NOT OFFERED IN 2011-12. An exploration of post-revolutionary Iran; and the Iranian diaspora. Kodera the religious and cultural history of selected cities Normally alternates with REL 261. NOT OFFERED IN 2011-12. An exploration across the Islamic world from late antiquity to the Prerequisite: None of the relationship between the two polar aspects present. Examines and critiques the concept of Distribution: Historical Studies or Religion, Ethics, and of being religious. Materials drawn from across “the Islamic city” while focusing on the study of Moral Philosophy the globe, both culturally and historically. Topics particular cities, including Damascus, Baghdad, Semester: N/O Unit: 1.0 include: self-cultivation and social responsibil- Cairo, Istanbul, Isfahan, Samarqand, Lucknow REL 281/SAS 211 Sacred Arts of South Asia ity, solitude and compassion, human frailty as and Lahore. Topics include: migration, settlement, a basis for courage, anger as an expression of and the construction of new cities; conversion; the Shukla-Bhatt (South Asia Studies) love, nonviolence, western adaptations of eastern emergence of “holy cities” as centers for pilgrim- Cultural life in South Asia is vibrant with aes- spirituality, meditation and the environmen- age, religious education and Islamic legal scholar- thetic expressions of religion in its diverse tradi- tal crisis. Readings selected from Confucius, ship; sacred space and architecture; religious tions—Hindu, Muslim, Buddhist, Jain, Sikh, and Gautama Buddha, Ryokan, Mahatma Gandhi, diversity in urban environments; and the impact Christian. This course introduces students to one Abraham Heschel, Dag Hammarskjöld, Simone of colonialism on urban life. Normally alternates of the most powerful avenues for transmission Weil, Thomas Merton, Thich Nhat Hanh, Henri with REL 269. of religious knowledge in the traditions of South Nouwen, Beverly Harrison, Benjamin Hoff, Asia—the aesthetic experience derived through Prerequisite: None Reuben Habito, and others. Normally alternates Distribution: Historical Studies or Religion, Ethics, and a variety of forms. In addition to visual messages with REL 253. Moral Philosophy sent through architectural motifs and paintings, Semester: N/O Unit: 1.0 teaching of religious doctrines through narratives in drama, dance, and musical performance is com-

186 Religion mon across religious boundaries. The course will Prerequisite: Two units at the 200 level in South Asia Studies, REL 323 Seminar. Women Theologians on introduce theories of aesthetic experience and reli- or by permission of the instructor. Distribution: Religion, Ethics, and Moral Philosophy or Jesus, Gender, and the Earth gious knowledge from the subcontinent and relate Historical Studies Elkins them to contemporary theories of performance. Semester: Spring Unit: 1.0 NOT OFFERED IN 2011-12. A study of Students may register for either REL 281 or SAS 211 contemporary women theologians’ critiques and and credit will be granted accordingly. REL 307 Seminar. Gods, Politics, and the Body reinterpretations of Christianity: its Bible, its God, Prerequisite: None in the Ancient Near East its teachings about women and the earth. Special Distribution: Arts, Music, Theatre, Film, Video or Religion, Silver attention to Latina, African American, and Asian Ethics, and Moral Philosophy Study of the interconnection of politics, theology Semester: Fall Unit: 1.0 American authors. Consideration also of alterna- and identity in the ancient Near East. Exploration tive concepts of divinity proposed by ecofeminists, REL 290 Kyoto: Center of Japan’s Religion and of how language about the divine was used to lesbians, and devotees of goddesses. Normally Culture (Wintersession in Kyoto) frame concepts of political collectivity. Particular alternates with REL 326. Kodera focus on sovereignty and its resistance; the uses Prerequisite: One unit in Hebrew Bible, New Testament, or NOT OFFERED IN 2011-12. Hands-on of violence, torture and bodily spectacle; and the Christianity; or permission of instructor. Distribution: Religion, Ethics, and Moral Philosophy or observation and critical analyses of religion and emergence of literacy and writing culture as cata- lysts for new forms of community. Social and Behavioral Analysis culture in Kyoto, Japan’s capital for over a millen- Semester: N/O Unit: 1.0 nium. Topics include: Shinto and Buddhism in Prerequisite: At least one unit on the Bible or one 200- unit in near eastern studies, political science, or classical traditional Japanese art and culture, such as “tea civilization. REL 326 Seminar. Theologies of Liberation ceremony,” calligraphy, poetry, theater and martial Distribution: Historical Studies or Religion, Ethics, and Elkins arts; Shinto and Japan’s appreciation of nature; Moral Philosophy Beginning with Liberation Theology’s emergence Japan’s selective memory of the Pacific War and Semester: Spring Unit: 1.0 in the 1970s with Gustavo Gutierrez (Peru), Japan’s growing nationalism; today’s Buddhist Leonardo Boff (Brazil), and James Cone (United clergy as specialists of the world of the dead, in REL 308 Seminar. Paul’s Letter to the Romans States), this course then considers the reactions sharp contrast to the earlier (pre-seventeenth Hobbs of the 1980s (including Jon Sobrino on the El century) focus on meditation and acts of mercy NOT OFFERED IN 2011-12. An exegetical Salvador martyrs) before turning to the theologies for the living; “new religions” in contemporary examination of the “Last Will and Testament” of of liberation of the later 20th century and early Japanese society and politics; Japan’s assimilation the Apostle Paul, concentrating especially on his 21st century by ecofeminists (Ivone Gebara of of Western religions, as manifested in youth cul- theological construction of the Gospel, on his Brazil), mujeristas (Ada Maria Isasi-Diaz), Native ture; the complicity of religion in the resurgence stance vis-à-vis Judaism and its place in salvation- Americans (George Tinker), Buddhists (Thich of nationalism and xenophobia; the contemporary history, and on the theologies of his opponents Nhat Hanh), and others. Normally alternates with Japanese fascination with the “other world.” Kyoto as revealed in his letters. Normally alternates with REL 323. will be the center of operation with possible side REL 310. Prerequisite: One 200-level course in Religion, Latin trips to Nara, Hiroshima, and perhaps Tokyo. Prerequisite: At least one unit on the Bible. American Studies, or Peace and Justice Studies. Length: Two and a half weeks in Japan, with three Distribution: Religion, Ethics, and Moral Philosophy Distribution: Religion, Ethics, and Moral Philosophy days of orientation on campus prior to departure. Semester: N/O Unit: 1.0 Semester: Fall Unit: 1.0 Not ofered every year. Subject to Dean’s Office approval. REL 310 Seminar. Mark, the Earliest Gospel REL 330 Seminar. Religion and Violence Prerequisite: At least one unit in Asian religion; though not Hobbs Marini required, preference given to students of Asian religions and An exegetical examination of the Gospel of Mark, An exploration of the sources and manifestations of East Asian Studies. Application required. Enrollment lim- with special emphasis on its character as a literary, of religious violence. Topics include the role of ited to 10 and with written permission of the instructor. historical, and theological construct, presenting violence in sacred texts and traditions, infra- and Distribution: Religion, Ethics, and Moral Philosophy the proclamation of the Gospel in narrative form. inter-religious conficts, religion and nationalism, Semester: N/O Unit: 0.5 The Gospel’s relationships to the Jesus tradition, and religious violence in today’s global society. to the Old Testament/Septuagint, and to the Selected examples from Jewish, Christian, and REL 298 New Testament Greek Christological struggles in the early church will Islamic traditions and contemporary religious con- Hobbs be focal points of study. Normally alternates with ficts in Africa, South Asia, and the Middle East. Reading and discussion of many characteristic REL 308. Normally alternates with REL 319. New Testament texts, with attention to aspects of Koiné Greek which differ from the classical Attic Prerequisite: At least one unit on the Bible. Prerequisite: HIST 205, REL 200 or 230, PEAC 104, POL4 Distribution: Religion, Ethics, and Moral Philosophy 204, or permission of instructor. dialect. Semester: Spring Unit: 1.0 Distribution: Social and Behavioral Analysis or Religion, Prerequisite: One year of Greek; or exemption examination; Ethics, and Moral Philosophy or permission of instructor. REL 319 Seminar. Religion, Law, and Politics Semester: Spring Unit: 1.0 Distribution: Language and Literature or Religion, Ethics, in America and Moral Philosophy REL 342 Seminar. Archaeology of the Semester: Spring Unit: 1.0 Marini NOT OFFERED IN 2011-12. A study of the Biblical World Geller REL 301/SAS 301 Seminar. Religion in Modern relationships among religion, fundamental law, An examination of the ways in which archaeo- South Asia and political culture in the American experience. logical data contribute to the understanding of Shukla-Bhatt (South Asia Studies) Topics include established religion in the British the history of ancient Israel, and the Jewish and In many parts of South Asia, the encounter with colonies, religious ideologies in the American Christian communities of the Roman Empire. modernity coincided with colonial rule. This com- Revolution, religion and rebellion in the Civil plex history added to the tension between moder- War crisis, American civil religion, and the Prerequisite: At least one unit in archaeology, biblical studies, classical civilization, early Christianity, or early Judaism. nity and religious traditions. This seminar will New Religious Right. Special attention to the separation of church and state, selected Supreme Distribution: Historical Studies examine the texts, intellectual discourses, political Semester: Spring Unit: 1.0 movements, and social changes emerging from Court cases on the religion clauses of the First religious phenomena in South Asia from 1800 to Amendment, and religious and moral issues in REL 350 Research or Individual Study the present. Students will not only examine spe- current American politics. Normally alternates with REL 330. Prerequisite: Open to juniors and seniors only. cific historical events, but also refect on how this Distribution: None historical knowledge can be applied in the areas of Prerequisite: 200, 217, 218, or at least one 200-level unit in Semester: Fall, Spring Unit: 1.0 development, international relations, and human American religion, history, sociology, or politics. Students may register for either Distribution: Historical Studies or Religion, Ethics, and REL 350H Research or Individual Study rights movements. Moral Philosophy REL 301 or SAS 301 and credit will be granted Semester: N/O Unit: 1.0 Prerequisite: Open to juniors and seniors only. accordingly. Distribution: None Semester: Fall, Spring Unit: 0.5

187 Religion REL 353 Seminar. Zen Buddhism the modern press and popular culture. Students its ongoing interactions with social, political, Kodera will participate in focused discussion of primary economic and cultural change as Muslims strive to NOT OFFERED IN 2011-12. Zen, the long sources and works of criticism, including Edward construct a legal order that is theoretically viable known, yet little understood tradition, studied Said’s Orientalism, and will undertake individual and practically effective and that they see as both with particular attention to its historical and and group-based research projects. authentically Muslim and modern. ideological development, meditative practice, and Prerequisite: Open to juniors and seniors, and sophomores Prerequisite: One course in Religion or Middle Eastern expressions in poetry, painting, and martial arts. who have taken at least one unit of Middle Eastern Studies, Studies, or by permission of the instructor. or by permission of the instructor. Distribution: Historical Studies or Religion, Ethics, and Normally alternates with REL 354. Distribution: Historical Studies or Religion, Ethics, and Moral Philosophy Prerequisite: At least one unit in Asian religions. Moral Philosophy Semester: Spring Unit: 1.0 Distribution: Historical Studies or Religion, Ethics, and Semester: N/O Unit: 1.0 Moral Philosophy REL 370 Senior Thesis Semester: N/O Unit: 1.0 REL 364 Seminar. Sufsm: Islamic Mysticism Prerequisite: 360 and permission of department. Marlow REL 354 Seminar. Tibetan Buddhism Distribution: None NOT OFFERED IN 2011-12. An interdisciplin- Semester: Fall, Spring Unit: 1.0 Kodera ary exploration of the diverse manifestations of NOT OFFERED IN 2011-12. A critical, his- mysticism in Islamic contexts. Topics include REL 380 Seminar. Advanced Topics in the torical and comparative study of Buddhism that the experiences and writings of individual Sufis, Study of Religion unfolded in the unique geographical, historical, including Rabi’a, al-Junayd, Hujviri, Ibn al-‘Arabi, Marini cultural and religious climate of Tibet, and of Jalal al-Din Rumi, ‘Abd al-Qadir Jilani, Ruzbihan Topic for 2011-12: Recent Trends in the Study the Tibetan communities in diaspora after the Baqli; the formation of Sufi organizations and of Religion. Reading and discussion of recent Communist Chinese takeover. Topics include: development of mystical paths; the place of Sufism works in the study of religion noted for their pre-Buddhist religions of Tibet; development of in Islamic legal, theological and philosophical innovative methods, theoretical significance, and the Vajrayāna teaching and the Tantric practice; traditions as well as in Muslim religious practice; current impact in the field. Students will incorpo- the cult of Tārā; Avalokitesvara Bodhisattva and Sufism in local contexts; both urban and rural; rate these new perspectives into their individual the Dalai Lama; the plight of the Tibetan lamas holy men and women; Sufism’s permeation of research interests to produce a major interpretive and refugees in India and in the West; continuing artistic and aesthetic traditions, especially poetry essay in consultation with their classmates and the controversy in China; the appeal and misunder- and music; the reception, interpretations and instructors. standing of Tibet and Tibetan Buddhism in the practices of Sufism in Western countries.Normally Prerequisite: Required for senior Religion majors and recom- West; the future of Tibet and Tibetan Buddhism. alternates with REL 367. mended for senior Religion minors; other students admitted Normally alternates with REL 353. Prerequisite: Open to juniors and seniors, students who have by permission of instructor. Prerequisite: At least one unit in Asian religions. taken at least one unit in Middle Eastern Studies or Religion, Distribution: Religion, Ethics, and Moral Philosophy Distribution: Historical Studies or Religion, Ethics, and and by permission of the instructor. Semester: Fall Unit: 1.0 Moral Philosophy Distribution: Historical Studies or Religion, Ethics, and Semester: N/O Unit: 1.0 Moral Philosophy Semester: N/O Unit: 1.0 Courses for Credit Toward REL 357 Seminar. Issues in Comparative the Major Religion REL 367 Seminar. Muslim Travelers Students wishing to take related courses for their Kodera Marlow major or minor outside the department must NOT OFFERED IN 2011-12. Promises and NOT OFFERED IN 2011-12. An explora- obtain approval of their advisor in advance. challenges in the evolving debate over how dif- tion of the experiences and writings of Muslim Majors and minors are encouraged to take courses ferent truth claims and faith communities might travelers from the Middle Ages to the present in in other departments and programs, including seek tolerance, respect, and coexistence. How to West, South, East and Central Asia, North Africa, Jewish Studies, Middle Eastern Studies, Medieval reconcile tradition with innovation, doctrine with Europe and America. Focus on the wide range of and Renaissance Studies, South Asian Studies, and practice, contemplation with action, globalism cultural encounters facilitated by journeys for pur- East Asian Studies. with tribalism. Impediments of monotheism and poses of pilgrimage, study, diplomacy, exploration, “revealed scripture.” The role of religion in preju- migration and tourism, and on the varied descrip- dice and discrimination; and yet also for peace and tions of such encounters in forms of literary Requirements for the Major justice. The rise of Buddhism in the West and of expression associated with travel, including poetry, For students entering in the Fall of 2011 and Christianity in the East. Readings include works pilgrimage manuals, narrative accounts, letters, later, the major consists of a minimum of nine by Wilfred Cantwell Smith, John Hick, Uchimura memoirs, and graffiti. Authors include Biruni, Ibn units, at least two of which must be at the 300- Kanzo, Endo Shusako, Raimundo Panikkar, Thich Jubayr, Ibn Battuta, Evliya Çelebi, al-Tahtawi, level, including a seminar in the area of concentra- Nhat Hanh, the Dalai Lama, and Diana Eck. Farahani, Abu Talib Khan, Asayesh. Normally tion and REL 380 “Seminar: Advanced Topics Prerequisite: At least one unit in religion. alternates with REL 364. in the Study of Religion,” taught by different Distribution: Historical Studies or Religion, Ethics, and Prerequisite: Open to juniors and seniors, students who have members of the department and required of all Moral Philosophy taken at least one unit in Middle Eastern Studies, and by Semester: N/O Unit: 1.0 permission of the instructor. Religion majors in their senior year, and no more Distribution: Language and Literature or Religion, Ethics, than two 100-level courses. A maximum of three REL 360 Senior Thesis Research and Moral Philosophy courses taken outside the department may be Semester: N/O Unit: 1.0 Prerequisite: By permission of department. See Academic counted toward the major, no more than two of Distinctions. which may be taken at an institution other than Distribution: None REL 368 Seminar. Topics in the Study of Islam Wellesley. Semester: Fall, Spring Unit: 1.0 and Islamic History For students who entered in the Fall of 2010 Rollman and earlier, the major consists of a minimum REL 361 Seminar. Studying Islam and the Topic for 2011-12: Islamic Law as Ideal and of nine units, at least two of which must be at Middle East Practice in the Modern Middle East and the 300-level, including a seminar, and no more Marlow North Africa. Exploration of the basic elements than two 100-level courses. A maximum of three NOT OFFERED IN 2011-12. An exploration that constitute the shari’a, the role and evolving courses taken outside the department may be of the study and representation of Islam and West authority of its practitioners (qadis, muftis, legal counted toward the major, no more than two of Asia/the Middle East in European and American scholars), its place in society, and its relationship which may be taken at an institution other than scholarship, literature, arts, and journalism, from to state-dominated legal systems, with special Wellesley. the Middle Ages to the present. Topics, studied emphasis on the modern period (nineteenth to in historical context, include medieval European twenty-first centuries). Focus on case studies The major requires both a concentration in a spe- images of Islam, translations of sacred texts drawn from different countries in the Middle East cific field of study and adequate exposure to the and literary works, religious polemic, colonial and North Africa to demonstrate the complexity diversity of the world’s religions and cultures. To histories and correspondence, Orientalism and and importance of the shari’a historically and ensure depth, a major must present a concentra- post-Orientalism, new and emerging scholarship, tion of at least four courses, including a seminar,

188 Religion in an area of study that she has chosen in consul- Prerequisite: 201 or equivalent tation with and approved by her departmental Department of Russian Distribution: Language and Literature advisor. This concentration may be defined by, for Semester: Spring Unit: 1.0 Professor: Hodge (Chair) example, a particular religion, cultural-geograph- RUSS 203W/303W Russian in Moscow ical area, canon, period of time, or theme. To Associate Professor: Weiner Epsteyn promote breadth, a major must complete a mini- Lecturer: Epsteyn mum of two courses, also to be approved by her This course is offered as an immersion experience, Since its founding in the 1940s by Vladimir departmental advisor, devoted to religious cultures designed to improve students’ oral proficiency in Nabokov, the Russian Department has dedicated or traditions that are distinct both from each other Russian while introducing them to the cultural itself to excellence in literary scholarship and and from the area of concentration. All majors are treasures of Russia’s capital. Mornings students undergraduate teaching. Our faculty members urged to discuss their courses of study with their study language with instructors at the Russian specialize in different areas of Russian language advisors before the end of the first semester of State University for the Humanities. Afternoons and literature and incorporate a broad range of their junior year. and evenings they visit sites associated with cultural material—history, music, and visual art— Moscow’s great writers, art galleries and museums, into their courses. Numerous activities both inside attend plays, operas and concerts. This course Requirements for the Minor and outside the classroom are designed to enrich may be taken as either 203W or, with additional students’ appreciation of the achievements and The minor consists of a minimum of five courses, assignments, 303W. Not ofered every year. Subject to fascinating traditions of Russian civilization. At including at least one seminar and no more than Dean’s Office approval. the same time, we give our students critical skills two 100-level courses. Three of the five courses, Prerequisite: 203; 201 or permission of the instructor; 303; that will serve them outside the Russian context. including a seminar, should be within an area of 301 or permission of the instructor. Application required. Goals for the Major Distribution: Language and Literature concentration chosen by the student in consulta- Semester: Wintersession Unit: 1.0 tion with and approved by her departmental ••Be able to speak, read, write and understand advisor. It is strongly recommended that Religion Russian very well RUSS 250 Research or Individual Study minors elect REL 380. ••Be a close and attentive reader of Russian Prerequisite: Open by permission to qualified students. For some students, studies in the original language Distribution: None literary texts Semester: Fall, Spring Unit: 1.0 of religious traditions will be especially valu- ••Be able to write a persuasive argument in both able. Majors and minors interested in pursuing English and Russian RUSS 250H Research or Individual Study language study should consult their advisors to Prerequisite: Open by permission to qualified students. determine the appropriateness of such work for ••Have a good grasp of the history of Russian Distribution: None their programs. literature from 1800 to the present Semester: Fall, Spring Unit: 0.5 ••Possess a broad understanding of important Honors aspects of Russian culture, including film, fine RUSS 251 The Nineteenth-Century Russian arts, music, history, social customs, folk beliefs, Classics: Passion, Pain, Perfection (in English) The only route to honors in the major is writing and popular culture Hodge a thesis and passing an oral examination. To be Survey of Russian fiction from the Age of Pushkin admitted to the thesis program, a student must RUSS 101 Elementary Russian I (1820s–1830s) to Tolstoy’s mature work (1870s) have a grade point average of at least 3.5 in all Hodge, Epsteyn focusing on the role of fiction in Russian history, work in the major field above the 100 level; the Introduction to Russian grammar through oral, contemporaneous critical reaction, literary move- department may petition on her behalf if her GPA written, and reading exercises; special emphasis on ments in Russia, and echoes of Russian literary in the major is between 3.0 and 3.5. See Academic oral expression. Four periods. masterpieces in the other arts, especially film and Distinctions. music. Major works by Pushkin (Eugene Onegin, Prerequisite: None Distribution: None “The Queen of Spades”), Lermontov A( Hero Semester: Fall, Wintersession Unit: 1.0 of Our Time), Gogol (Dead Souls), Pavlova (A Double Life), Turgenev (Fathers and Sons), Tolstoy RUSS 102 Elementary Russian II (Anna Karenina), and Dostoevsky (Crime and Hodge, Epsteyn Punishment) will be read. Taught in English. Two Continued studies in Russian grammar through periods. oral, written, and reading exercises; special empha- Prerequisite: None sis on oral expression; multimedia computer Distribution: Language and Literature exercises. Four periods. Semester: Fall Unit: 1.0 Prerequisite: 101 or equivalent Distribution: None RUSS 255 Soviet and Russian Film (in English) Semester: Spring Unit: 1.0 NOT OFFERED IN 2011-12. The masterpieces of Russian film from the 1920s to the present day RUSS 201 Intermediate Russian I will be screened, analyzed, and discussed. Students Epsteyn will explore the famous techniques and themes Conversation, composition, reading, music, com- developed by legendary Russian/Soviet filmmak- prehensive review of grammar; special emphasis ers, including Eisenstein, Vertov, Tarkovsky and on speaking and writing idiomatic Russian. Mikhalkov. We will treat these films as works of Students learn and perform a play in Russian in art, examining the ways in which directors, like the course of the semester. Three periods. authors of novels and other literary genres, create Prerequisite: 102 or equivalent a fictional world. Guest lecturers will comment on Distribution: Language and Literature specific issues.Taught in English. Two periods. Semester: Fall Unit: 1.0 Prerequisite: None Distribution: Arts, Music, Theatre, Film, Video RUSS 202 Intermediate Russian II Semester: N/O Unit: 1.0 Epsteyn Conversation, composition, reading, popular RUSS 272 Politically Correct: Ideology and the music, continuation of grammar review; special Nineteenth-Century Russian Novel (in English) emphasis on speaking and writing idiomatic Hodge Russian. Students read unadapted short stories by Is there a “politically correct” set of responses Pushkin and Zamiatin and view classic films such for artists active under a repressive regime? We as Brilliantovaia ruka. Three periods. examine various Russian answers to this ques- tion through an intensive analysis of the great ideological novels at the center of Russia’s historic

189 Russian social debates from the 1840s to the 1860s. The and compose essays on the theme of Russia’s RUSS 376 Fedor Dostoevsky’s Short Stories tension between literary realism and political second capital. The course includes study of gram- (in Russian) exigency will be explored in the fictional and criti- mar, vocabulary expansion with strong emphasis NOT OFFERED IN 2011-12. A Russian- cal works of Herzen, Turgenev, Chernyshevsky, on oral proficiency and comprehension. At the language course designed to supplement 276 Goncharov, Dobroliubov, Dostoevsky, and Pisarev. end of the semester, each student will write a final above, though 376 may be taken independently. Representative works from the nonliterary arts will paper and present to the class her own special Students will read and discuss, in Russian, major supplement reading and class discussion. Taught in research interest within the general investigation short works by Dostoevsky. One period. English. Two periods. of’ St. Petersburg ‘s history, traditions, culture, Prerequisite or corequisite: 301 or 302 Prerequisite: None and art. Taught in Russian. Three periods. Distribution: Language and Literature Distribution: Language and Literature Prerequisite: 201-202 or the equivalent Semester: N/O Unit: 0.5 Semester: Spring Unit: 1.0 Distribution: Language and Literature Semester: Fall Unit: 1.0 RUSS 377 Lev Tolstoy’s Short Stories RUSS 276 Fedor Dostoevsky: The Seer of Spirit (in Russian) (in English) RUSS 302 Advanced Russian II Hodge Weiner Epsteyn NOT OFFERED IN 2011-12. A Russian- Probably no writer has been so detested and Topic for 2011-12: Children and Laughter in language course designed to supplement 277 adored, so demonized and deified, as Dostoevsky. Russia. Students will enter the world of Russian above, though 377 may be taken independently. This artist was such a visionary that he had to children’s folklore, literature, songs, film, and ani- Students will read and discuss, in Russian, major reinvent the novel in order to create a form suit- mation. From lullabies to folktales, from Pushkin’s short works by Tolstoy. One period. able for his insights into the inner life and his skazki, animal fables by Krylov, didactic stories by Prerequisite or corequisite: 301 or 302 prophecies about the outer. To this day readers Tolstoy, we will move on to examine the contribu- Distribution: Language and Literature are mystified, outraged, enchanted, but never tions of Soviet authors from the early 1920s to Semester: N/O Unit: 0.5 unmoved, by Dostoevsky’s fiction, which some the present (V. Maiakovsky, K. Chukovsky, S. have tried to brand as “novel-tragedies,” “romantic Marshak, D. Kharms, M. Zoshchenko, A. Gaidar, RUSS 386 Vladimir Nabokov’s Short Stories realism,” “polyphonic novels,” and more. This N. Nosov, E. Uspensky, G. Oster) and their effect (in Russian) course challenges students to enter the fray and on the aesthetic development and ethical upbring- Weiner explore the mysteries of Dostoevsky themselves ing of children in Russia. The course emphasizes A Russian-language course designed to supple- through study of his major writings. Taught in oral proficiency, extensive reading and weekly ment 286 above, though 386 may be taken English. Two periods. writing assignments. Students will create and pres- independently. Students will read and discuss, Prerequisite: None ent a final project on their own special research in Russian, major short works by Nabokov. One Distribution: Language and Literature interest. Taught in Russian. Two periods. period. Semester: Spring Unit: 1.0 Prerequisite: 301 or the equivalent Prerequisite or corequisite: 301 or 302 Distribution: Language and Literature Distribution: Language and Literature RUSS 277 Lev Tolstoy: Russia’s Ecclesiast Semester: Spring Unit: 1.0 Semester: Fall Unit: 0.5 (in English) Hodge RUSS 333 Nineteenth-Century Russian NOT OFFERED IN 2011-12. An odyssey Narrative Poetry: Tales of Mystery and Courses for Credit Toward through the fiction of the great Russian novel- Adventure (in Russian) the Major ist and thinker, beginning with his early works Hodge (Sevastopol Stories) and focusing on War and Students will immerse themselves in the famous CPLT 284 Magical Realism Peace and Anna Karenina, though the major poemy of Derzhavin, Zhukovskii, Pushkin, achievements of Tolstoy’s later period will also be Baratynskii, Kozlov, Lermontov, and Nekrasov, Department Information included (A Confession, The Death of Ivan Ilich). analyzing ballads and verse tales devoted to the Lectures and discussion will examine the masterful natural and the supernatural. Exotic “Oriental” Students majoring in Russian should consult techniques Tolstoy employs in his epic explora- cultures as well as high and low Russian culture the chair of the department early in their college tions of human existence, from mundane detail to serve as the backdrop for these dramatic verse nar- career. For information on all facets of the Russian life-shattering cataclysm. Students are encouraged ratives. Russian painting, music, and history will department, please visit www.welles-ley.edu/ to have read the Maude translation of War and enrich our discussions of Russian Romanticism in Russian/rusdept.html. Peace (Norton Critical Edition) before the semes- the poetry. Students who cannot take RUSS 101 during the ter begins. Taught in English. Two periods. Prerequisite or corequisite: 301 or 302. fall semester are strongly encouraged to take 101 Prerequisite: None Distribution: Language and Literature during Wintersession; those interested in doing so Distribution: Language and Literature Semester: Spring Unit: 1.0 should consult the chair early in the fall term. Semester: N/O Unit: 1.0 RUSS 350 Research or Individual Study Advanced courses on Russian literature and culture are given in English translation at the RUSS 286 Vladimir Nabokov (in English) Prerequisite: Open by permission to qualified students. Weiner Distribution: None 200 level; corresponding 300-level courses offer An examination of the artistic legacy of the great Semester: Fall, Spring Unit: 1.0 supplemental reading and discussion in Russian. novelist, critic, lepidopterist, and founder of the Please refer to the descriptions for 376, 377, Wellesley College Russian Department. Nabokov’s RUSS 350H Research or Individual Study [378], and 386 above. works have joined the canon of twentieth-century Prerequisite: Open by permission to qualified students. classics in both Russian and English literature. Distribution: None Requirements for the Major Students will explore Nabokov’s English-language Semester: Fall, Spring Unit: 0.5 novels (Lolita, Pnin, Pale Fire) and the authorized A student majoring in Russian Language and English translations of his Russian works (The RUSS 360 Senior Thesis Research Literature must take at least eight units in the Defense, Despair, Invitation to a Beheading). Taught Prerequisite: By permission of department. See Academic department above RUSS 102, including: in English. Two periods. Distinctions. 1. language courses through 302; Distribution: None Prerequisite: None Semester: Fall, Spring Unit: 1.0 2. RUSS 251; Distribution: Language and Literature Semester: Fall Unit: 1.0 3. two 200-level courses above 251; and RUSS 370 Senior Thesis 4. one unit of 300-level coursework above 302 RUSS 301 Advanced Russian I Prerequisite: 360 and permission of department. other than 350, 360, and 370. Distribution: None Epsteyn Semester: Fall, Spring Unit: 1.0 RUSS 101 and 102 are counted toward the degree Topic for 2011-12: St. Petersburg. Students will but not toward the Russian major. become experts in one of the great overarching themes of Russian culture: St. Petersburg. We will read and discuss texts, view films, listen to music,

190 Russian Thus, a student who begins with no knowledge RAST 212/ES 212 Lake Baikal: The Soul of Russian would typically complete the follow- Russian Area Studies of Siberia ing courses to major in Russian: 101 and 102, AN INTERDEPARTMENTAL MAJOR Hodge (Russian) Moore (Biological Sciences) 201 and 202, 301 and 302; 251; two 200-level NOT OFFERED IN 2011-12. The ecological literature courses above [252]; and one unit from Director: Hodge (Russian) and cultural values of Lake Baikal—the oldest, 300-level literature courses. Advisory Committee: Epsteyn (Russian), Hodge deepest, and most biotically rich lake on the (Russian), Kohl (Anthropology), Tumarkin (History), planet—are examined. Lectures and discussion in Requirements for the Minor Weiner (Russian) spring prepare students for the three-week field laboratory taught at Lake Baikal in eastern Siberia Sir Winston Churchill called Russia “a riddle A student minoring in Russian must take at least in August. Lectures address the fundamentals of wrapped in a mystery inside an enigma.” The five units in the department above RUSS 102, at aquatic ecology and the role of Lake Baikal in Russian Area Studies program explores Russia and least one of which must be at the 300 level. Russian literature, history, art, music, and the the former Soviet Union, a vast region stretch- country’s environmental movement. Laboratory ing from Poland to the Pacific Ocean, a land of work is conducted primarily out-of-doors and Honors extremes: anarchy and totalitarianism; super- includes introductions to the fora and fauna, growth and stagnation; stability and dramatic Students may graduate with honors in Russian field tests of student-generated hypotheses, volatility. The world’s largest producer of oil and either by writing a thesis or by taking comprehen- meetings with the lake’s stakeholders, and tours gas, Russia has also given the world one of its most sive examinations. To be admitted to the thesis of ecological and cultural sites surrounding the glorious literary and musical canons. The Russian program, a student must have a grade point aver- lake. Students may register for either RAST 212 or Area Studies program is based on the premise that age of at least 3.5 in all work in the major field ES 212 and credit will be granted accordingly. Not the region is best explored through an interdisci- above the 100 level; the department may petition ofered every year. Subject to Dean’s office approval. on her behalf if her GPA in the major is between plinary study of its culture, history, politics, and 3.0 and 3.5. Students electing to take compre- language. The program prepares students for a Prerequisite: ES 101 or BISC 111, RUSS 101, and permis- sion of the instructors. Preference will be given to students hensive examinations have a series of noncredit- range of careers, including work in government, who have also taken HIST 211. Application required. bearing weekly tutorials on four special topics in business, academia, and the arts. Distribution: Natural and Physical Science Russian literature or culture (or both) over the Goals for the Major Semester: N/O Unit: 1.25 entire course of their senior year; these topics must be chosen under the guidance of the chair and ••an informed understanding of Russia’s and RAST 350 Research or Individual Study will normally be related to the coursework the Eurasia’s place in today’s world, the goals and values espoused by its leadership, and the chal- Prerequisite: Open by permission to juniors and seniors. student has completed; at the end of the student’s Distribution: None final semester at Wellesley, she takes six written lenges the region faces Semester: Fall, Spring Unit: 1.0 examinations over the course of one week: four ••a learned appreciation of the vast diversity of the on her special topics, and two language examina- broad Eurasian space, which for millennia has RAST 360 Senior Thesis Research tions. Students who wish to attempt either honors been inhabited by a multitude of peoples Prerequisite: By permission of director. See Academic exercise should consult the chair early in the ••an understanding of how those peoples and cul- Distinctions. second semester of their junior year. See Academic Distribution: None tures have interacted over time Semester: Fall, Spring Unit: 1.0 Distinctions. ••a familiarity with the basic structures and dynamics of Russian and Eurasian historical RAST 370 Senior Thesis Study Abroad development, including the nature of autocracy, Prerequisite: 360 and permission of department. dictatorship and empire Distribution: None Majors are encouraged to enroll in summer Semester: Fall, Spring Unit: 1.0 language programs to accelerate their progress in ••a proficiency in the Russian language sufficient the language. Credit toward the major is normally for advanced study of its rich literary canon given for approved summer or academic-year ••a familiarity with enough classic Russian litera- Courses for Credit Toward study at selected institutions in the U.S. and ture and other cultural works for an understand- the Major Russia. Major credit is also given for approved ing of the major themes in Russian culture of the junior year abroad programs. nineteenth and twentieth centuries ANTH 247 Societies and Cultures of Eurasia ••experience in critical reading, writing essays and ANTH 319 Nationalism, Politics, and the Use of Russian Area Studies oral communication the Remote Past Students interested in an interdepartmental major ••a critical knowledge of methods used by scholars CPLT 284 Magical Realism of literature, history and the social sciences in Russian Area Studies are referred to the fol- HIST 211 Bread and Salt: Introduction to lowing and should visit the Russian Area Studies Russian Civilization Web pages at www.wellesley.edu/Russian/RAS/ RAST 211/ANTH 211 Wintersession Program rashome.html. Attention is called to Russian Area in the Republic of Georgia HIST 246 Vikings, Icons, and Mongols Studies courses in history, economics, political sci- Kohl (Anthropology) HIST 247 Splendor and Serfdom: Russia under ence, anthropology, and sociology. NOT OFFERED IN 2011-12. Students travel to the Romanovs Tbilisi, Georgia, for Wintersession. They attend HIST 248 The Soviet Union: A Tragic Colossus lectures in English at Tbilisi State University on Georgian history, language and culture and on HIST 301 Seminar. Women of Russia: A Portrait contemporary political developments there and Gallery visit sites of historical interest in and around HIST 302 Seminar. World War II as Memory and Tbilisi. They live with Georgian families and Myth, 1945-2010 spend three weeks completing a self-designed internship with a local organization. Students may RUSS 251 The Nineteenth-Century Russian register for either RAST 211 or ANTH 211 and Classics: Passion, Pain, Perfection (in English) credit will be granted accordingly. Not ofered every RUSS 255 Soviet and Russian Film (in English) year. Subject to Dean’s Office approval. RUSS 272 Politically Correct: Ideology and the Prerequisite: One course in Russian Area Studies or Anthropology. Application required. Nineteenth-Century Russian Novel (in English) Distribution: Social and Behavioral Analysis or RUSS 276 Fedor Dostoevsky: The Seer of Spirit Historical Studies (in English) Semester: N/O Unit: 0.5 RUSS 277 Lev Tolstoy: Russia’s Ecclesiast (in English)

191 Russian Area Studies RUSS 286 Vladimir Nabokov (in English) focused attention given to the study of cultural Department of Sociology formation, social identities, social control, social RUSS 333 Nineteenth-Century Russian Narrative A1 A A2 inequality, and globalization. Poetry: Tales of Mystery and Adventure (in Professor: Cuba , Cushman , Hertz , Imber (Chair), Levitt Prerequisite: None Russian) Distribution: Social and Behavioral Analysis A RUSS 376 Fedor Dostoevsky’s Short Stories (in Assistant Professor: Radhakrishnan , Rutherford Semester: Fall Unit: 1.0 Russian) Lecturer: Swingle SOC 103 Social Problems of Youth: An RUSS 377 Lev Tolstoy’s Short Stories (in Russian) Sociology is the systematic and scientific study Introduction to Sociology of social life, including informal and formal RUSS 386 Vladimir Nabokov’s Short Stories (in Imber organizations and the multiple ways that people Russian) NOT OFFERED IN 2011-12. Perspectives on collectively give meaning to their behavior and the creation of and response to the problems of lives. The scope of sociology ranges from the In addition to the courses listed above, students young people. The problem of generations and analysis of passing encounters between individuals are encouraged to incorporate into their Russian relations between young and old. Perceptions of in the street to the investigation of broad-scale Area Studies programs the rich offerings from personal freedom and social responsibility with global social change. Sociology brings a unique MIT and Brandeis. respect to public issues that directly affect youth perspective to the study of institutional and col- including alcohol, tobacco, drugs, gambling, guns, lective forms of social life, including the family, and sexuality. Requirements for the Major human rights, mass media and popular culture, social movements, migration, the professions, and Prerequisite: None A major in Russian Area Studies consists of a min- Distribution: Social and Behavioral Analysis global systems and processes. Research is con- imum of eight units. Majors are normally required Semester: N/O Unit: 1.0 ducted across many cultures and historical periods to take four units of the Russian language above in order to illuminate how social forces such the 100 level: RUSS 201-202 and RUSS 301-302. SOC 105 First-year Seminar: Doing as class, gender, race, and ethnicity, age, group In addition, a major’s program should consist of at Sociology—Applying Sociological Concepts to membership, and culture shape human experi- least four non-language units drawn from Russian the Real World ence. Sociologists use multiple methods including Area Studies, Russian history, literature, and Levitt surveys, interviews, participant observation, and politics, as well as relevant courses in anthropology The goal of this course is to learn to analyze real material and textual analyses. and comparative literature (see listings above). At life situations using sociological tools. The course least two of a major’s units should come from out- Goals for the Major is organized around a series of exercises that will side the Russian department and the Comparative ••To develop in students an appreciation for the teach students different analytical techniques and Literature program. Majors are normally required sociological imagination, which is the ability to explore sociological theories and concepts. Projects to take at least two units of 300-level coursework, see the interrelations between personal biogra- may include reading novels, analyzing films, at least one of which should be drawn from out- phy, history, and social structure. working with census data, interviewing, conduct- side the Russian department. ing surveys, participant observation, debating, ••To teach students basic sociological concepts and and a small independent research project. Each research methods that will allow them to analyze project will focus on a subfield in the discipline Study Abroad and and understand aspects of social life indepen- and will serve as a platform from which students Graduate Study dently, with intellectual originality and rigor. can explore basic theories, analytic categories, and ••To develop the capacity for analytical and rea- methods. Students will work individually, in pairs, Majors are encouraged to take advantage of vari- soning skills through hands-on experience with and in small groups. ous programs of study in the former Soviet Union, both qualitative and quantitative data. including the opportunity to spend a semester Prerequisite: Open to first-year students only. ••To help students think critically about “taken- Distribution: Social and Behavioral Analysis or year on exchange at a university in Russia or Semester: Fall Unit: 1.0 one of the other former Soviet republics. Majors for-granted” information and knowledge about who are contemplating postgraduate academic social life and provide assessments based on SOC 108 Thinking Global: An Introduction to or professional careers in Russian Area Studies sociological analysis. Sociology are encouraged to consult with faculty advisors, ••To introduce students to the major ideas of clas- Radhakrishnan who will assist them in planning an appropriate sical and contemporary sociological theory and NOT OFFERED IN 2010-11. How are your sequence of courses. For more information on to apply these theories to the interpretation of personal problems related to larger issues in the Russian Area Studies program, students may social life on a global scale. society and the world? In what ways do global consult the Wellesley College Russian Area Studies ••To teach students to be careful analysts, eloquent economic and political shifts affect your personal Web pages: www.wellesley.edu/Russian/RAS/ writers, and articulate speakers. trajectory as a college student in the United rashome.html. States? In this course, you will come to understand ••To provide students with the analytical, interpre- sociology as a unique set of tools with which to tive, and research skills that will serve as a foun- interpret your relationship to a broader sociopo- Honors dation for graduate school, professional school, litical landscape. By integrating classic readings or any career. Seniors who wish to graduate with honors in the in the discipline of sociology with the principles major must write an Honors thesis. Applicants ••To foster a climate of open intellectual exchange of global political economy, we will analyze and for honors must have minimum 3.5 GPA in all by organizing public lectures and seminars and contextualize a range of social, economic, and work in the major field above the 100 level; the strongly encouraging collaborative student- political phenomena at the scales of the global, the department may petition on her behalf if her GPA faculty research. national, the local, and the individual. in the major is between 3.0 and 3.5. Interested Prerequisite: None students should discuss their ideas and plans with SOC 102 The Sociological Perspective: An Distribution: Social and Behavioral Analysis their advisor, the program chair, or a member of Introduction to Sociology Semester: N/O Unit: 1.0 the advisory committee as early as possible in their Rutherford junior year. Thinking sociologically enables us to understand SOC 138 Deviance and Conformity: An the intersection of our individual lives with Introduction to Sociology larger social issues and to grasp how the social Cuba world works. Students in this course will become Why are some behaviors, differences, and people familiar with the background of sociology and the considered deviant or stigmatized while others are core analytical concepts employed by sociologists. not? This introductory sociology course examines Students will also gain familiarity with the major several theories of social deviance that offer dif- substantive topics explored by sociology, with ferent answers to this question. We will focus on the creation of deviant categories and persons as interactive processes involving how behaviors are

192 Sociology labeled as deviant, how people enter deviant roles, the collective rights of indigenous peoples. The Consideration will also be given to policy initia- how others respond to deviance, and how those course examines the ongoing controversy between tives designed to reduce social inequalities and labeled as deviant cope with these responses. human rights’ claims to universalism in contrast alleviate poverty. Prerequisite: None to assertions of cultural difference. Special topics Prerequisite: One 100-level unit or permission of instructor. Distribution: Social and Behavioral Analysis include the rise of nongovernmental human rights Distribution: Social and Behavioral Analysis Semester: Spring Unit: 1.0 organizations, humanitarianism as an ideology, Semester: Spring, Summer Unit: 1.0 debates on military humanitarian interventions, SOC 190/ECON 103 Introduction to the emergence of violence against women as a SOC 217 Power: Personal, Social, and Probability and Statistical Methods human rights issue, and the forms and types of Institutional Dimensions Levine (Economics), Swingle, Danaher (Economics) justice in societies that have experienced large- Cuba An introduction to the collection, analysis, inter- scale violence. The study of power extends far beyond formal pretation, and presentation of quantitative data as Prerequisite: None politics or the use of overt force into the operation used to understand problems in economics and Distribution: Social and Behavioral Analysis of every institution and every life: how we are sociology. Using examples drawn from these fields, Semester: N/O Unit: 1.0 infuenced in subtle ways by the people around this course focuses on basic concepts in prob- us, who makes controlling decisions in the family, ability and statistics, such as measures of central SOC 204 Social Problems how people get ahead at work, whether demo- tendency and dispersion, hypothesis testing, and Swingle cratic governments, in fact, refect the “will of the parameter estimation. Data analysis exercises are This course investigates why certain problems people.” This course explore some of the major drawn from both academic and everyday applica- become matters of significant public and policy- theoretical issues involving power (including the tions. Students must register for a laboratory section making concern while others do not. We do not nature of dominant and subordinate relationships which meets an additional 70 minutes each week. focus on a pre-defined list of social problems but and types of legitimate authority) and examines Students may register for either SOC 190 or ECON rather on the process by which some issues capture how power operates in a variety of social settings: 103 and credit will be granted accordingly. more attention than others. Our discussions relations among men and women, professions, Prerequisite: One course in sociology or ECON 101 or 102 analyze the actions of those institutions involved corporations, cooperatives, communities, nations and fulfillment of the basic skills component of the quantita- either in calling public attention to or distracting and the global economy. tive reasoning requirement. Not open to students who have public attention away from particular problems in Prerequisite: One 100-level unit or permission of the taken or are taking MATH 220, PSYC 205, POL 199, or our society. This focus enables students to acquire instructor. QR 180. a perspective toward social problems that they Distribution: Social and Behavioral Analysis Distribution: Social and Behavioral Analysis. Fulfills the Semester: Spring Unit: 1.0 Quantitative Reasoning overlay course requirement. Does are unlikely to gain from the many other forums not satisfy the laboratory requirement. where people discuss social problems, such as Semester: Fall, Spring, Summer Unit: 1.0 journalism or politics. SOC 221 Globalization Levitt Prerequisite: None SOC 200 Classical Sociological Theory Distribution: Social and Behavioral Analysis McDonald’s®, Starbucks®, and the Gap® are now Imber Semester: Summer Unit: 1.0 common features on the street corners of Europe, A survey of the origins of sociology through the South America, and Asia. Arnold Schwarzenegger works of the classical founders of the discipline. SOC 205/WGST 211 American Families and enjoys unprecedented popularity in the Far East Focused attention is given to the writings of Marx, Social Equality while Americans are fascinated by karaoke and Weber, and Durkheim, with emphasis on learning McNeill Indian films. Does this globalization of produc- to read and interpret primary texts. Students will American families are undergoing dramatic tion and consumption mean that people all understand foundational sociological concepts as changes in social, political, and economic arenas: over the globe are becoming the same? In this used by classical theorists and will also apply these the rise of the dual-worker family, the increasing course, we will explore the globalization of social concepts to understand contemporary social life. number of single mothers, the demands of family organization. We will examine the different ways Students will also explore the development of the rights by gay and lesbian families, and the grow- in which economic, political, and cultural institu- canon of classical sociological theory with special ing numbers of couples having children at older tions are organized in the increasingly interdepen- emphasis on the place of women and African ages. The new economy poses real challenges for dent world in which we live, compare them to Americans in the history of that canon. American parents as the social and economic gaps those in the past, and explore their consequences. Prerequisite: One 100-level unit. Required of all majors. between families continue. As women dedicate a Prerequisite: One 100-level unit or permission of instructor. Distribution: Social and Behavioral Analysis greater proportion of their time to the workplace, Distribution: Social and Behavioral Analysis Semester: Fall Unit: 1.0 more children are cared for outside the home. Semester: Fall Unit: 1.0 How do children view parents’ employment? How SOC 201 Contemporary Sociological Theory do families function when they have only limited SOC 231 The Sociology of Art, Media, and Rutherford hours together? What does fatherhood mean in Culture: Comparative Perspectives An overview of important twentieth-century social these families? Using a provocative blend of social Levitt and cultural theories. Focus on functionalist anal- science, novels, and memoirs, we will examine In this era of globalization, many aspects of ysis, social confict theory, dramaturgical theory, how gender, race, ethnicity, and social class shape social life span national boundaries. In his book, theories of modernity, and cognitive sociology. the experience of family life in the contemporary Imagined Communities, Benedict Anderson Class lectures and written work will focus on the United States. Students may register for either stressed the role of the media in creating nations. application of sociological theories to the interpre- SOC 205 or WGST 211 and credit will be granted How does the relationship between art, culture, tation of a wide range of empirical phenomena. accordingly. and society change when communities cross national borders? What role does the media play Prerequisite: 200. Required of all majors. Prerequisite: None. Not open to students who have taken Distribution: Social and Behavioral Analysis [WOST 211]. in creating new kinds of publics? This course Semester: Spring Unit: 1.0 Distribution: Social and Behavioral Analysis examines the globalization of the artistic and Semester: Spring Unit: 1.0 cultural worlds and how artistic products change SOC 202 The Sociology of Human Rights in response. We will look at high and popular cul- Cushman SOC 209 Social Inequality: Class, Race, and tural forms of painting, music, film, and writing. NOT OFFERED IN 2011-12. Human rights Gender We will explore the interactions between artists, is one of the most powerful approaches to social Rutherford, Silver (Framingham State College) their audiences, and the curators, editors, and justice in the contemporary world. This course This course examines the distribution of social music industry moguls who are the gatekeepers of offers a critical analysis of human rights as a social, resources to groups and individuals, as well as the culture industry. cultural, and legal system. It explores the historical theoretical explanations of how unequal patterns Prerequisite: One 100-level unit or permission of instructor. and philosophical origins of the contemporary of distribution are produced, maintained, and Distribution: Social and Behavioral Analysis human rights system and its growth and develop- challenged. Special consideration will be given Semester: Spring Unit: 1.0 ment as a global social movement over the last few to how race, ethnicity, and gender intersect with decades. This includes the diversification of rights social class to produce different life experiences to include social, economic and cultural rights and for people in various groups in the United States.

193 Sociology SOC 233 Gender and Power in South Asia tion and examine our own notions of race made in SOC 306/WGST 306 Seminar. Women Radhakrishnan the United States, even as we explore institutions and Work NOT OFFERED IN 2011-12. How do issues of racial domination in other parts of the world. Hertz of gender continue to figure into the political Case studies will include the penal system in The biggest force for change in the U.S. economy agendas of contemporary South Asia? In this the United States, apartheid and post-apartheid has been the growing diversity of the American course, we will address the gendered dimensions states in South Africa, Brazil’s “racial democracy,” labor force. The first half of the course emphasizes of contemporary social, political, and economic Chicago’s Black Metropolis, and caste systems in the impact of gender and racial diversity on the debates in South Asia, while coming to grips with India and Japan, among other examples. nature of work in America. We will discuss four changing roles and representations of South Asian Prerequisite: Any 100-level social science course or permis- key aspects: the dynamics of gender and race in women. Topics to be covered will include women’s sion of instructor. the workplace; the tensions between work/fam- Distribution: Social and Behavioral Analysis movements, the legal system, contemporary Semester: N/O Unit: 1.0 ily and gender equity; the struggle to integrate regional politics, the new economy, and popular women into male-dominated occupations and culture. SOC 290 Methods of Social Research professions; and the challenges for women in Prerequisite: One 100-level unit or permission of instructor. Swingle leadership roles. The second half of the course will Distribution: Social and Behavioral Analysis This course introduces some of the more promi- focus on women as critical to the “new” global Semester: N/O Unit: 1.0 nent qualitative and quantitative methods used by workforce in selected regions. We will discuss: (1) sociologists to study the social world. The course women’s migration and domestic work; (2) the SOC 234 Gender and International paradox of caring for others while leaving one’s Development emphasizes hands-on experience with several small-scale research projects with the goal of children behind; (3) women in global factories; Radhakrishnan teaching students how to (i) integrate social theory and (4) women’s activism in their home commu- NOT OFFERED IN 2011-12. As theoretical with research methods, (ii) ask good research nities. Students may register for either SOC 306 or approaches to studying gender have shifted in the questions, (iii) define key concepts, (iv) choose WGST 306 and credit will be granted accordingly. academic world, practical approaches to interna- appropriate samples, (v) collect high-quality data Prerequisite: Priority will be given to sociology or women’s tional development have changed to refect them. in an ethical manner, (vi) analyze data, and (vii) and gender studies majors/minors who have taken at least In this course, we will focus on the relationship two courses at the 200 level in their respective major. write formal research papers. A section of this between theories of gender and their translation Permission of instructor is required for all other students. course will build upon the statistics learned in into policies and programs designed to ameliorate Not open to students who have previously taken [WOST SOC 190 but statistics will not be the main focus. 306]. the condition of the world’s poorest over the past Distribution: Social and Behavioral Analysis several decades. In so doing, we will discuss the Prerequisite: 190/ECON 103 or permission of instructor. Required of all sociology majors. Not open to students who Semester: Fall Unit: 1.0 major trends in feminist theorizing, particularly have taken this course as 301. in the postcolonial world, as well as the shifting Distribution: Social and Behavioral Analysis SOC 309 Seminar. Topics in Inequality paradigms of local and global organizations in Semester: Spring Unit: 1.0 Topic A: Critical Intersections: Race, Class, designing and implementing “local” develop- Gender, and Nation ment projects. Topics to be addressed include SOC 302 Seminar. Advanced Topics in Radhakrishnan microfinance, water distribution, land reform and Human Rights NOT OFFERED IN 2011-12. In an increasingly economic liberalization in Asia, Africa, and Latin Cushman borderless world, does the nation still inspire a America. NOT OFFERED IN 2011-12. This course focus- sense of community and belonging? How are es on central human rights problems and issues in Prerequisite: One 100-level unit or permission of instructor. nations built and sustained? In this course, we Distribution: Social and Behavioral Analysis contemporary global society from a social science tackle these questions through the vocabularies Semester: N/O Unit: 1.0 perspective. The seminar is topical and the fol- of feminism, critical race theory, and postcolonial lowing issues will be examined: humanitarianism, critique. By focusing on the mutual constitution SOC 249/AMST 249 Celebrity, Fame and genocide and genocide prevention, global slavery, of race, class, and gender, we will think about the Fortune sex and organ trafficking, stateless peoples, and nation as a tenuous patchwork of meanings that Imber the persistence of torture in the modern world. work together in different ways across various his- NOT OFFERED IN 2011-12. A critical exami- The seminar will rely on case studies of each of torical and spatial contexts, such as the U.S, India, nation of the concept of status in sociological and the topics and aims to provide students with a and South Africa. social-scientific thinking. Focus on the historical concrete sociological understanding of these global rise of fame and its transformation into celebrity social problems. Prerequisite: At least one course in the social sciences or per- in the modern era. The relationship of status and mission of instructor. Prerequisite: 202 Distribution: Social and Behavioral Analysis violence. The meaning of sudden changes in good Distribution: Social and Behavioral Analysis Semester: N/O Unit: 1.0 and bad fortune as attributes of status, including Semester: N/O Unit: 1.0 contemporary examples such as lottery winners, Topic B: Language, Power, and Society disgraced politicians, and media-driven attention SOC 304 Seminar in Advanced Sociological Rutherford to the powerful and pathetic. Fame and celebrity Theory NOT OFFERED IN 2011-12. Language is criti- among women and minorities. The psychopa- Cushman cal in the formation of social groups and struggles thologies of leadership and conformity in political, NOT OFFERED IN 2011-12. This seminar for power and prestige among groups. This course religious, and educational institutions. Students continues the themes and issues raised in classical will survey language diversity in American society, may register for either SOC 249 or AMST 249 and and contemporary sociological theory. Topics will based on such variables as class, ethnicity, race, credit will be granted accordingly. vary each semester around a basic core of themes, gender, religion, age and region. Examination of language policy issues that illuminate the Prerequisite: One 100-level unit or permission of instructor. including: sociological theories of modernity Distribution: Social and Behavioral Analysis and postmodernity, cultural sociology, social ways that dominant usages of language reinforce Semester: N/O Unit: 1.0 inequality, and the sociology of the future. Special structured differences in social power and prestige attention is given to theories which help to explain among cultural groups. Political uses of language SOC 251 Sociology of Race social and cultural phenomena in the twenty-first both legitimize and challenge key aspects of the Radhakrishnan century such as terrorism, the rise of new forms of social order, with particular attention to discursive NOT OFFERED IN 2011-12. Racial catego- power and autocracy, globalization and new forms attempts by both liberals and conservatives to rization is an abstraction, yet its effects on our of social inequality, and social environments of appropriate the American narrative in staking individual and collective lives are acutely real. risk and danger. their territory on contested issues. How can we understand the mechanisms of racial Prerequisite: Open to junior and senior sociology majors Prerequisite: At least one course in the social sciences or per- domination in our society? In this class, we will only. 200 and 201 are required. mission of instructor. move towards the formulation of a sociological Distribution: Social and Behavioral Analysis Distribution: Social and Behavioral Analysis Semester: N/O Unit: 1.0 conception of race by examining race compara- Semester: N/O Unit: 1.0 tively in societies around the world. We will ques-

194 Sociology Topic C for 2011-12: Causes and Consequences serve as a foil for particular analyses. Students SOC 344/AMST 344 Greed in America of Poverty and Inequality will learn several types of methodologies through Cushman Swingle course assignments. Student groups will also NOT OFFERED IN 2011-12. A sociologi- As president of Harvard, Larry Summers once produce an original social policy case. Students cally grounded examination of acquisitiveness in remarked, “We need to recognize that the most may register for either SOC 311 or WGST 311 and American society, examining the history of social serious domestic program in the U.S. today is the credit will be granted accordingly. thought on the “sin” of avarice and the “virtues” widening gap between the children of the rich Prerequisite: One 200-level course in family or gender in of thrift and self-control, as a backdrop for under- and the children of the poor.” This course will SOC, ANTH, HIST, POL, PSYC or WGST, or by permis- standing the ongoing tension between morality sion of instructor. Not open to students who have taken examine that widening gap with particular focus and acquisition of material wealth in the United on the role played by families and schools in the WOST 311. Distribution: Social and Behavioral Analysis States from its earliest history to the present. intergenerational transmission of economic and Semester: Fall Unit: 1.0 Focus on the moral critique of greed; the represen- social inequality. We will review a large body of tation of greed in popular culture; and the cultural provocative social science research that explores SOC 314 Global Health and Social contradictions of American capitalist society in the consequences of being born to low-income Epidemiology which the profit motive competes with values and parents versus high-income parents, attending Imber norms of restraint and temperance. Students will resource-poor schools versus resource-rich schools, Concerns about the health of communities date read classical and contemporary theoretical social and so on. The course will also examine recent back to antiquity. Social epidemiology is the science texts—Adam Smith, Karl Marx, Max research about inequality itself (as opposed to study of the incidence and distribution of disease Weber, Thorstein Veblen, R.H. Tawney—and poverty) and whether it has harmful or beneficial among populations. This course offers histori- apply the insights to the interpretation of acquisi- effects on the economy and in society at large. cal, sociological, and ethical perspectives on the tiveness in American life. Students may register for Prerequisite: At least one course in the social sciences or per- uses of epidemiology as it emerged from an age either SOC 344 or AMST 344 and credit will be mission of instructor. defined principally by infectious disease to one of granted accordingly. Distribution: Social and Behavioral Analysis Semester: Spring Unit: 1.0 chronic illness. What are the social and collective Prerequisite: Open to juniors and seniors only. Permission of responses to pandemics, real and imagined? Case the instructor required. Enrollment is limited and preference is given to sociology and American studies majors. SOC 310 Encountering the Other— studies address in particular global public health issues, including smoking, nutrition, AIDS, mad Distribution: Social and Behavioral Analysis or Historical Comparative Perspectives on Immigration Studies Levitt cow disease, infuenza, among others. Both gov- Semester: N/O Unit: 1.0 Each year, approximately five million people cross ernmental and non-governmental approaches to a national border to settle in a new land. This health, including the World Health Organization SOC 348/AMST 348 Conservatism in America course looks comparatively and historically at and Doctors Without Borders are considered. Imber the social and cultural aspects of the immigrant Special attention is given to disparities in health An examination of conservative movements and experience. We will begin with an overview of care, a core sociological focus. ideas in terms of class, gender, and race. Historical immigration in the United States, paying particu- Prerequisite: One 200-level unit or permission of instructor. survey and social analysis of such major conserva- lar attention to the experiences of the children of Distribution: Social and Behavioral Analysis tive movements and ideas as paleoconservatism, Semester: Spring Unit: 1.0 immigrants. We will then look at how relatively neoconservatism, and compassionate conser- new countries of settlement (such as Europe) vatism. The emergence of conservative stances SOC 320 Technology, Society, and the Future compare to long-term plural societies (such as among women, minorities, and media figures. Silver (Framingham State College) Malaysia). How is ethnic, racial, and religious The conservative critique of American life and its This course explores the powerful roles that diversity managed in each of these contexts? What shaping of contemporary national discourse on technology plays in contemporary social life do we learn about the nation by looking at how it morality, politics, and culture. Students may register and suggests that some of the impacts that our “encounters the other?” We will also focus on how for either SOC 348 or AMST 348 and credit will be ever-greater reliance on, and faith in, technology cultural institutions and creators represent the granted accordingly. might have upon our lives. The course begins immigrant experience by looking at novels, films, with a critical overview of the heralded promises Prerequisite: A 100-level sociology course or permission of art exhibitions, the media, and museums. Class the instructor. Open to juniors and seniors only. that technology often carries; here, we explore projects will include oral histories, media and Distribution: Social and Behavioral Analysis some of the undersides of so-called “technological literary analyses, and a major research paper on a Semester: Fall Unit: 1.0 progress.” The remainder of the course examines a topic of students’ choice. Some class time will be variety of salient contemporary issues concerning devoted to how to design and carry out qualitative SOC 350 Research or Individual Study the social implications of technological change. research. Prerequisite: Open by permission to juniors and seniors. Prerequisite: None Distribution: None Prerequisite: One 100-level unit or permission of instructor. Distribution: Social and Behavioral Analysis Semester: Fall, Spring Unit: 1.0 Distribution: Social and Behavioral Analysis Semester: Summer Unit: 1.0 Semester: Spring Unit: 1.0 SOC 350H Research or Individual Study SOC 334 Consumer Culture SOC 311/WGST 311 Seminar. Family and Prerequisite: Open by permission to juniors and seniors. Gender Studies: The Family, the State, and Rutherford Distribution: None Social Policy How and why does consumerism exercise so Semester: Fall, Spring Unit: 0.5 great an infuence on global culture today? How Hertz are our institutions and relationships shaped and SOC 360 Senior Thesis Research Analysis of problems facing the contemporary transformed by the forces of commodification and U.S. family and potential policy directions for the Students must complete all major requirements consumerism? Are there any realms of life that new decade of this millennium. Discussion of the prior to enrolling. Students are encouraged to ought to be free from the market-driven forces transformation of the American family including take SOC 350 (Research or Individual Study) and of commodification? Can consumerism offer a changing economic and social expectations for SOC 301 (Methods of Social Research) with an positive means of cultural critique to processes parents, including the impact of work on the instructor of their choice in preparation for thesis we wish to resist? In this seminar, we explore the family, equality between spouses, choices women work. history of consumer culture in the U.S. and glob- make about children and employment, daycare Prerequisite: By permission of department. See Academic ally, with special attention to understanding the and familial care giving, welfare, and the new Distinctions. effects of commodification upon the self, human American dreams will be explored. Expanding Distribution: None relationships, and social institutions. We will Semester: Fall, Spring Unit: 1.0 family forms (i.e. single mothers by choice, consider both classical and contemporary critiques adoptive families and lesbian/gay families) of commodification and consumerism, as well as SOC 365/ENG 365 Images of the and the confusion surrounding genetic and arguments for the liberatory dimensions of con- American City social kinship in the US will be emphasized as sumer society. Cuba and Brogan (English) examples of legislative reform. Finally, welfare NOT OFFERED IN 2011-12. This course and teen pregnancy will also be examined as part Prerequisite: 100-level sociology course or permission of instructor; preference will be given to sociology majors. considers how literary representations and socio- of government incentives and policy reform. Distribution: Social and Behavioral Analysis logical studies of urban life variously respond to Comparisons to other contemporary societies will Semester: Fall Unit: 1.0 195 Sociology the astonishing growth of cities in the twentieth Requirements for the Minor century, helping to shape newly emergent and South Asia Studies highly contested cultural meanings of the city. In A minor in sociology (six units) consists of: any considering the interplay between mind and urban 100-level unit, SOC 200, and four additional AN INTERDEPARTMENTAL MAJOR AND forms, we’ll explore the relationship between units, one of which must be a 300-level unit, MINOR the individual and the urban environment, how excluding 350. The plan for this option should be carefully prepared; a student wishing to add Director: Candland (Political Science) life in cities is socially organized, patterns of immigration and tensions between ethnic groups, the sociology minor to the major in another field Assistant Professor: Shukla-Bhatt the creation of the slum and ghetto and efforts should consult a faculty advisor in sociology. Visiting Lecturer: Bard to gentrify them, cognitive mapping, and the Affiliated Faculty:Candland (Political Science), legibility of the cityscape. We’ll also discuss how Honors Kodera (Religion), Marlow (Religion), Matzner literary and sociological perspectives on the city A The only route to honors in the major is writing (Anthropology) Radhakrishnan (Sociology), Rao meet and diverge. Authors may include Stephen (History), Sabin (English) Crane, Georg Simmel, Robert Park, Ann Petry, a thesis and passing an oral examination. To be James Baldwin, Anselm Strauss, Paule Marshall, admitted to the thesis program, a student must The major and minor in South Asia Studies are Kevin Lynch, Anna Deavere Smith, and Elijah have a grade point average of at least 3.5 in all designed to equip students with a set of methods Anderson. Students may register for either SOC 365 work in the major field above the 100 level; the and scholarly approaches for study of South Asia. or ENG 365 and credit will be granted accordingly. department may petition on her behalf if her GPA The region includes Afghanistan, Bangladesh, Bhutan, India, the Maldives, Nepal, Pakistan, Prerequisite: One 200-level course in either literature or in the major is between 3.0 and 3.5. See Academic sociology or by permission of the instructor to other qualified Distinctions. and Sri Lanka (the members of the South Asia students. Association for Regional Cooperation). Majors Distribution: Social and Behavioral Analysis or Language and minors gain knowledge of an important and Literature region of the world and develop facility in three Semester: N/O Unit: 1.0 significant methods: language; aesthetic, cultural, and literary interpretation; and behavior and SOC 370 Senior Thesis social analysis. Prerequisite: 360 and permission of department. Goals for the Major and Minor Distribution: None Semester: Fall, Spring Unit: 1.0 ••Expose students to exemplary models of interdis- ciplinary learning and critical inquiry in the arts, Requirements for the Major humanities, and social sciences; ••Provide a broad understanding of South A major in sociology consists of at least nine units. Asian cultures and societies and their complex The core of the major consists of four required interrelationships; courses (SOC 190, 200, 201, and 290, plus an additional two units of 300-level work, exclud- ••Delineate the infuence and impact of South ing 350, 360, and 370) which emphasize basic Asia beyond its borders; concepts, theory, and research methods that are ••Enable students to make connections among the foundation of the discipline, but are also use- disciplines in sharp and critical ways; and ful in a range of social sciences and professions. ••Offer students the opportunity to become criti- Permission to take a required unit elsewhere for cal thinkers, cogent writers, and skillful research- the major must be obtained from the department ers on a range of questions in South Asian life, chair in advance. Students must take at least five through course work, independent study, and additional units exploring the range of substantive honors work. topics in sociology (e.g., social problems, deviance, immigration, social change and development, race and ethnicity, medicine and epidemiology, reli- HNUR 101-102 Elementary Hindi/Urdu gion, gender, mass media, and popular culture). Shukla-Bhatt An introduction to the most widely spoken Choosing courses to complete the degree and language in the South Asian subcontinent, which the major requires careful thought and planning. is also used extensively for interregional and Sociology majors are encouraged to explore the international communications. Learning this full range of disciplines and subjects in the liberal language provides a linguistic passport to things arts, and they should consult a faculty member to South Asian. The language—often referred to as select courses each term and to plan a course of “Hindustani”—is written in two different scripts: study over several years. It is recommended that the Perso-Arabic based Urdu, and the Sanskrit students complete the sequence of theory and based Devanagari (Hindi). Students will learn to methods courses by the end of their junior year converse in the language and to read and write in if they want to conduct independent research or both scripts. Conventional teaching materials will honors projects during their senior year. If a major be supplemented by popular songs and clips from anticipates being away during all or part of the contemporary Indian cinema and television, the junior year, the theory (SOC 200 and 201) and two internationally popular media that use this research methods course (SOC 290) should be language. Each semester earns one unit of credit; taken during the sophomore year, or an alternative however, both semesters must be completed satisfacto- plan should be arranged with her advisor. rily to receive credit for either course. Prerequisite: None. Not open to students who have taken the course as SAS 101-102. Distribution: None Semester: Fall, Spring Unit: 1.0

HNUR 201-202 Intermediate Hindi/Urdu Bard Intermediate Hindi/Urdu will build on the reading, writing, and speaking skills acquired in Introductory Hindi/Urdu (HNUR 101-102). The readings, drawn from simple literary texts as well as from social and journalistic writings, will 196 South Asia Studies reinforce the grammar learned in the introductory cific historical events, but also refect on how this SAS 370 Senior Thesis course and introduce new grammar topics. The historical knowledge can be applied in the areas of Prerequisite: 360 and permission of program director. writing exercises—mainly in essay formats—will development, international relations, and human Distribution: None stress usage of idioms and sentence constructions rights movements. Students may register for either Semester: Fall, Spring Unit: 1.0 by students. The class will be conducted in Hindi/ SAS 301 or REL 301 and credit will be granted Urdu with a part of every class dedicated to con- accordingly. Courses for Credit Toward versation on the theme of the day in the language. Prerequisite: Two units at the 200 level in South Asia Studies, Each semester earns one unit of credit; however, both or by permission of the instructor. the Major semesters must be completed satisfactorily to receive Distribution: Religion, Ethics, and Moral Philosophy or credit for either course. Historical Studies *ANTH 203 Indigenous People, Global Semester: Spring Unit: 1.0 Prerequisite: 101-102 or equivalent. Not open to students Development, and Human Rights who have taken the course as SAS 201-202. ANTH 237 Ethnography in/of South Asia Distribution: One unit of Language and Literature for 202 SAS 302 Traditional Narratives of South Asia Semester: Fall, Spring Unit: 1.0 Shukla-Bhatt *ARTH 240 Asian Art and Architecture NOT OFFERED IN 2011-12. This course will *ARTH 247 Islamic Art and Architecture SAS 211/REL 281 Sacred Arts of South Asia explore traditional narratives from South Asia Shukla-Bhatt that have had significant cultural impact in the ENG 277 Modern Indian Literature region. We will examine classical epic texts, hagio- Cultural life in South Asia is vibrant with aes- HIST 272 Political Economy of Development in graphical literature of diverse religious traditions, thetic expressions of religion in its diverse tradi- Colonial and Postcolonial South Asia tions—Hindu, Muslim, Buddhist, Jain, Sikh, and and regional folktales in translations not only as Christian. This course introduces students to one channels for transmission of cultural values, but HIST 275 The Emergence of Ethnic Identities in of the most powerful avenues for transmission also as sites of debate and sometimes even confict Modern South Asia of religious knowledge in the traditions of South through their contested interpretations. Examples HIST 276 The City in South Asia Asia—the aesthetic experience derived through of contested texts, such as the epic Ramayana, HIST 382 a variety of forms. In addition to visual messages told in elite Hindu, Dalit, Jain, and Buddhist Seminar. Gandhi, Nehru, and sent through architectural motifs and paintings, traditions, will be explored. Along with texts, Ambedkar: The Making of Modern India teaching of religious doctrines through narratives performative traditions of these texts and their use *PEAC 104 Introduction to the Study of in drama, dance, and musical performance is com- in identity politics will be discussed. Confict, Justice, and Peace mon across religious boundaries. The course will Prerequisite: Two units at the 200 level in South Asia Studies, PEAC 324 or by permission of the instructor. Grassroots Development, Confict introduce theories of aesthetic experience and reli- Resolution, and the Gandhian Legacy in India gious knowledge from the subcontinent and relate Distribution: Language and Literature or Religion, Ethics, and Moral Philosophy *POL2 202 Comparative Politics them to contemporary theories of performance. Semester: N/O Unit: 1.0 Students may register for either SAS 211 or REL 281 *POL2 204 Political Economy of Development and credit will be granted accordingly. SAS 303 Seminar. South Asian Models of and Underdevelopment Prerequisite: None Religious Pluralism POL2 211 Politics of South Asia Distribution: Arts, Music, Theatre, Film, Video or Religion, Shukla-Bhatt Ethics, and Moral Philosophy *POL2 307 Seminar. Women and Development Semester: Fall Unit 1.0 NOT OFFERED IN 2011-12. This seminar will explore in a historical manner the development *POL2 309 Seminar. Ethnicity, Nationalism, SAS 250 Research or Individual Study of pluralistic discourses, ideologies, and interac- Religion, and Violence tions in South Asia. While remaining focused on Prerequisite: Open by permission of instructor and approval *POL2 310 South Asia, we will consider more generally the Seminar. Politics of Community of program director to first-year students and sophomores Development only. implications of this history for other religiously Distribution: None diverse societies. Readings will range from ancient POL3 223 International Relations of South Asia Semester: Fall, Spring Unit: 1.0 texts, such as the Upanishads, Dhammapada, *POL3 323 International Economic Policy medieval writings of Sufi, Sikh andbhakti tradi- SAS 251/REL 251 Religions in South Asia tions, to historical documents about policies of *POL3 332S Seminar. People, Agriculture, and Shukla-Bhatt Mogul emperor Akbar, and modern writings on the Environment NOT OFFERED IN 2011-12 . An examina- pluralism, including Gandhi’s. We will also study *POL3 351 Global Governance tion of the religions of South Asia as expressed the relationship of religious diversity to violence, in sacred texts and arts, religious practices, and and modern projects, by Diana Eck and others, to *REL 108 Introduction to Asian Religions institutions in a historical manner. Concentration promote sustainable models of religious pluralism. *REL 118 First-year Seminar: The “Untouchables” on the origins and development of Hindu tradi- Final projects will give students the opportunity to of India and their Liberators (FYS) tions, Buddhism, Jainism, and Sikhism, as well develop their own model for religious pluralism in *REL 253 Buddhist Thought and Practice as integration of Islam and Christianity in the a specific part of the world. religious landscape of South Asia. Interactions Prerequisite: Open by permission of the instructor. *REL 260 Islamic/ate Civilizations among the diverse communities of the region will Distribution: Religion, Ethics, and Moral Philosophy or *REL 261 Cities of the Islamic World also form a major theme. Students may register Historical Studies for either SAS 251 or REL 251 and credit will be Semester: N/O Unit: 1.0 *REL 262 The Formation of the Islamic Tradition granted accordingly. *REL 263 Islam in the Modern World Prerequisite: None SAS 350 Research or Individual Study Distribution: Religion, Ethics, and Moral Philosophy or Prerequisite: Open by permission of instructor and approval REL 354 Seminar. Tibetan Buddhism Historical Studies of program director to juniors and seniors only. *REL 364 Seminar. Sufism: Islamic Mysticism Semester: N/O Unit 1.0 Distribution: None Semester: Fall, Spring Unit: 1.0 *REL 367 Seminar. Muslim Travelers SAS 301/REL 301 Seminar. Religion in Modern *SOC 221 Globalization South Asia SAS 350H Research or Individual Study Shukla-Bhatt Prerequisite: Open by permission of instructor and approval SOC 233 Gender and Power in South Asia In many parts of South Asia, the encounter with of program director to juniors and seniors only. *SOC 234 Gender and International modernity coincided with colonial rule. This com- Distribution: None Semester: Fall, Spring Unit: 0.5 Development plex history added to the tension between moder- nity and religious traditions. This seminar will *SOC 309 Seminar. Topics in Inequality SAS 360 Senior Research or Individual Study examine the texts, intellectual discourses, political movements, and social changes emerging from Prerequisite: Open by permission of program director. See *Courses with an asterisk (*) also require the Academic Distinctions. religious phenomena in South Asia from 1800 to permission of the instructor if the course is to be Distribution: None counted for South Asia Studies. the present. Students will not only examine spe- Semester: Fall, Spring Unit: 1.0

197 South Asia Studies Requirements for the Major grammar and self-test through a series of linguistic Department of Spanish exercises. The course also features the reading and For students entering in Fall 2009 or later, the interpreting of literature in Spanish. major in South Asia Studies requires nine units, Professor: Agosin, Gascón-Vera, Ramos (Chair), Vega A Prerequisite: 201-202, 242, or placement by the department. including two units of elementary Hindi/Urdu Distribution: Language and Literature (or demonstration of its equivalent), one course Associate Professor: Renjilian-Burgy Semester: Fall, Spring, Summer Unit: 1.0 in the humanities from among: SAS [210], SAS Assistant Professor: Guzauskyte, Hagimoto, 211/REL 281, SAS 251/REL 251, and ENG 277 Nuñez-Negrón SPAN 242 Literary Genres of Spain and Latin and one course in the social sciences from among: America HIST 272, HIST 276, POL2 211, POL3 223 or Senior Lecturer: Darer, Hall, Syverson-Stork Gascón-Vera, Staf SOC 233, and at least two additional units above Spanish is one of the most widely spoken A course to serve as a transition between language the 100 level, and two units at the 300 level. languages in the United States and the world study and literary analysis; speaking and writing Students are expected to concentrate in one area today. The Spanish department offers a variety organized around interpretations of different of South Asia Studies, defined either in relation to of courses intended to help students acquire genres by Hispanic authors; creative writing; oral a discipline: such as history; religion; or in relation proficiency in the language and develop critical presentations on current events relating to Spain to a theme: such as international development; skills of analysis and interpretation for exploring and Latin America; a review, at the advanced level, cultural expression; gender; ethnicity and identity. the rich and varied literatures and cultures that of selected problems in Spanish structure. The major requires four courses in the area of con- have emerged over ten centuries in the Spanish- Prerequisite: 201-202, 241 or placement by the department. centration above the 100 level, including at least speaking world. The program emphasizes Distribution: Language and Literature one of the required 300-level courses. Advanced fundamental links between the study of language Semester: Fall, Spring Unit: 1.0 study of Hindi/Urdu (or another Indian language) and its broader cultural contexts. Except as noted may be substituted for the Hindi/Urdu require- below, all courses are taught in Spanish. SPAN 247 The Multiple Meanings of Family in ment and may be pursued as either a 250 course, Goals for the Major Spain and Latin America or an approved course at another institution. Gascón-Vera Majors devise their programs in consultation with ••Achieve linguistic fuency in order to actively NOT OFFERED IN 2011-12. The institution an advisor from the affiliated faculty and with participate in Spanish-language settings (daily of the family is among the most enduring and the approval of the program director. Courses life, study abroad, professional interactions, cohesive of social associations in the Spanish- with an asterisk (*) also require the permission of undergraduate and graduate research). speaking world, and at the same time it is among the instructor if the course is to be counted for ••Attain proficiency in the literary and cultural the most vulnerable. This course will explore South Asia Studies. To supplement Wellesley’s analysis of texts in Spanish, including a founda- and challenge the traditional notion of family as offerings, students are encouraged to take courses tion in literary theory. “sacred” by examining varying cross-cultural ideas for the major at neighboring institutions such as ••Develop appreciation for the history and diver- and perspectives about family loyalties, continu- Brandeis, Olin, and MIT. Majors are also encour- sity of Spanish-speaking cultures, firmly rooted ities, crises, and modifications on both literal and aged to study at approved academic programs in in an understanding of their origins. symbolic levels. We will also consider the creation South Asia. Courses taken at other institutions of family-like bonds in the context of race, for credit toward the major or minor must be ••Engage critically with both canonical works and class, gender, religion, and nation. Readings will approved in advance by the student’s advisor and emerging forms of cultural expression in the include novels as well as short stories and memoir. program directors. Hispanic world, including works by Spanish, Authors to be studied: Gabriel García Márquez, Latin American, Afro-Caribbean and U.S. Clarice Lispector, Juan Rulfo, Jorge Luis Borges, Students who entered Wellesley before fall 2009 Latino artists and authors. may elect to complete the major requirements Silvina Bullrich, Camilo José Cela, Víctor Perera, in effect at the time and should discuss this with María Amparo Escandón. Film showings of “El SPAN 101-102 Elementary Spanish their major advisor. Cachorro,” “Como agua para chocolate” and “Mi Hall, Staf Familia”; artists we will study: Goya, Charlot, Introduction to spoken and written Spanish; stress Botero, Orozco, and Kahlo. Requirements for the Minor on interactive approach. Extensive and varied Prerequisite: 241 or 242 or permission of instructor A minor in South Asia Studies consists of five activities, including oral presentations, cultural Distribution: Language and Literature Semester: N/O Unit: 1.0 units, of which at least one should be at the 300 readings and recordings, and video program. Three periods.Each semester earns one unit of level (excluding 350). A program for the minor SPAN 250 Research or Individual Study must include one course in the humanities from credit; however, both semesters must be completed among: SAS [210], SAS 211/REL 281, SAS satisfactorily to receive credit for either course. Prerequisite: Open by permission to qualified students Prerequisite: Open to all students who do not present Distribution: None 251/REL 251, and ENG 277, and one course Semester: Fall, Spring Unit: 1.0 in the social sciences from among: HIST 272, Spanish for admission. Distribution: None HIST 276, POL2 211, POL3 223, or SOC 233; Semester: Fall, Spring, Summer Unit: 1.0 SPAN 250H Research or Individual Study only one course at the 100 level can be counted Prerequisite: Open by permission to qualified students towards the minor. Elementary Hindi/Urdu does SPAN 201-202 Intermediate Spanish Distribution: None not count toward the minor. Darer, Staf Semester: Fall, Spring Unit: 0.5 Intensive review of all language skills and intro- Honors duction to the art, literature, and cultures of Spain SPAN 252 Christians, Jews, and Moslems: The and Latin America. Emphasis on oral and written Spirit of Spain in Its Literature The only route to honors in the major is writing expression and critical analysis. Three periods. Gascón-Vera, Vega a thesis and passing an oral examination. To be Each semester earns one unit of credit; however, both NOT OFFERED IN 2011-12. An intensive admitted to the thesis program, a student must semesters must be completed satisfactorily to receive study of writers and masterpieces that estab- have a grade point average of at least 3.5 in all credit for either course. lish Spanish identity and create the traditions work in the major field above the 100 level; the Prerequisite: Two admission units in Spanish or 101-102 that Spain has given to the world: El Poema de department may petition on her behalf if her GPA Distribution: One unit of Language and Literature for 202 Mío Cid, Maimónides, Ben Sahl de Sevilla, La in the major is between 3.0 and 3.5. See Academic Semester: Fall, Spring, Summer Unit: 1.0 Celestina, Lazarillo de Tormes, Garcilaso de la Vega, Distinctions. Fray Luis de León, Cervantes, Lope de Vega, San SPAN 241 Oral and Written Communication Juan de la Cruz, and Calderón de la Barca. Renjilian-Burgy, Staf Prerequisite: 241 or 242 or permission of instructor Practice in oral and written expression at the Distribution: Language and Literature advanced level. Through frequent presentations, Semester: N/O Unit: 1.0 film viewing, and essays, students will develop the ability to use idiomatic Spanish comfortably in various situations. Students will thoroughly review

198 Spanish SPAN 253 The Latin American Short Story SPAN 257 The Word and the Song: SPAN 262 Death, Love, and Revolt: An Hall Contemporary Latin American Poetry Introduction to Spanish Poetry A survey of the genre with in-depth analysis of Agosin Ramos works in Spanish by foundational writers Ricardo NOT OFFERED IN 2011-12. A study of the NOT OFFERED IN 2011-12. This course pres- Palma, Rubén Darío, and Horacio Quiroga, major twentieth-century poets of Latin America, ents an introductory overview of poetry written as well as twentieth-century masters Jorge Luis focusing on literary movements and aesthetic rep- in Spain, across regions and aesthetic periods. Borges, Julio Cortázar, Juan Rulfo, Elena Garro, resentation. Poets to be examined include Vicente Our study will be anchored in poets representa- Gabriel García Márquez, and Elena Poniatowska, Huidobro, Gabriela Mistral, Octavio Paz, and tive of important poetic movements, including among others. Special attention to voices that have César Vallejo. Mandatory credit/noncredit. Romanticism, Modernismo, and Modernity. Texts emerged since 2000, including Alberto Fuguet Prerequisite: 241 or 242 or permission of instructor will also cover Medieval, Renaissance and Baroque (Chile), Mayra Santos (Puerto Rico), and Juan Distribution: Language and Literature periods. Basque, Catalan and Galician poetry Gabriel Vásquez (Colombia), and to translations Semester: N/O Unit: 1.0 will also be analyzed. Some of the poets to be of contemporary stories written in indigenous examined are Garcilasco de la Vega, San Juan de languages. Readings address issues of identity, SPAN 258 Barcelona and the Spirit of la Cruz, Francisco de Quevedo, Federico García memory, class, freedom, creative expression, myth- Modernity: Art, History, and Culture Lorca, Concha Méndez, Luis Cernuda, Pedro making, violence, mass media, race, education, (1859–2005) Salinas, Gloria Fuertes and Jaime Gil de Biedma. women, children, urban and rural life. Ramos Prerequisite: 241 or 242 or permission of instructor Prerequisite: 241 or 242 or permission of instructor NOT OFFERED IN 2011-12. The city of Distribution: Language and Literature Distribution: Language and Literature Barcelona offers a unique site to study the twen- Semester: N/O Unit: 1.0 Semester: Spring Unit: 1.0 tieth century, in both the Spanish and the global context. In the historical arena, the city has gone SPAN 265 Latin American Cinema SPAN 254 Alienation and Desire in the City: from political upheaval and anarchistic rebellions Renjilian-Burgy Spanish Literature Since 1936 early in the century, to the fight against fascism NOT OFFERED IN 2011-12. This course will Syverson-Stork in the middle years, and finally to the struggle explore the history of Latin American cinema, A study of the struggle for self-expression in for nationhood and democracy at the end of the from the early 1960s to the present. Different Franco’s Spain and the transition from dictator- century. Students will learn about modernity and forms of cinematic expression will be explored: ship to democracy. Special attention will be modernization in Spain in general and Barcelona narrative film, the documentary, the cinema devoted to the literature of the Civil War and in particular with special attention to Gaudí, of exile, and others. Issues of national culture exile. Authors include Mercè Rodoreda, Camilo J. Picasso, Miró, Mies van der Rohe, Sert and Dalí and identity, as well as cultural exchanges of Cela, and Eduardo Mendoza. in the historical, aesthetic, and philosophical con- films between Latin America and abroad will be Prerequisite: 241 or 242 or permission of instructor text that inspired their works. In Spain. Not ofered addressed. In addition to the films themselves, Distribution: Language and Literature every year. Subject to Dean’s Office approval. students will be required to read selected works on Semester: Spring Unit: 1.0 Prerequisite: One course above 241/242. Application film criticism and several texts which have been required. made into films. Directors whose films will be SPAN 255 Chicano Literature: From the Distribution: Language and Literature or Arts, Music, analyzed include María Luisa Bemberg, Fernando Chronicles to the Present Theatre, Film, Video Solanas, Jorge Silva, and Raúl Ruiz. Semester: N/O Unit: 0.5 Renjilian-Burgy Prerequisite: 241 or 242 or permission of instructor NOT OFFERED IN 2011-12. A survey of Distribution: Arts, Music, Theatre, Film, Video or Language the major works of Chicano literature in the SPAN 259 Inhabiting Memory and Literature United States in the context of the Hispanic Agosin Semester: N/O Unit: 1.0 and American literary traditions. A study of the During the years of post-dictatorial regimes in chronicles from Cabeza de Vaca to Padre Junípero Latin America writers, poets, historians and SPAN 267 The Writer and Human Rights in Serra and musical forms such as corridos. A critical fimmakers have become deeply involved in the Latin America analysis of the themes and styles of contemporary ways in which literature and the arts can explore Agosin writing. Works by Luis Valdez, Rodolfo Anaya, the representation of memory and oblivion and NOT OFFERED IN 2011-12. The role of the Tomás Rivera, Gloria Anzaldúa, Américo Paredes, collective remembrance as well as forgetting. Latin American writer as witness and voice for Rosaura Sánchez, Jorge Ramos, and Rodolfo Among the cultural historians and writers we the persecuted. Through key works of poetry Gonzales. will read are: Diamela Eltit, Carlos Cerda and and prose from the 1970s to the present, we will Raúl Zurita. Among the filmmakers, the works of Prerequisite: 241 or 242 or permission of instructor explore the ways in which literature depicts issues Distribution: Language and Literature Patricio Guzmán and his series on memory will be such as: censorship and self-censorship; the writer Semester: N/O Unit: 1.0 explored. as journalist; disappearances; exile; testimonial Prerequisite: 241 or 242 or permission of instructor writing; gender and human rights; and testimonial SPAN 256 Culture and Conflict in Nineteenth- Distribution: Language and Literature narratives. The works of Benedetti, Timmerman, Century Spain Semester: Fall Unit: 1.0 Alegría, and others will be studied. Mandatory Ramos credit/noncredit. SPAN 260 Women Writers of Spain, 1980 to NOT OFFERED IN 2011-12. An exploration of Prerequisite: 241 or 242 or permission of instructor Nineteenth-century Spanish cultural production the Present Distribution: Language and Literature or Religion, Ethics, in correlation with the main struggles of the Gascón-Vera and Moral Philosophy nation at the time. Works by Bécquer, Clarín, A selection of readings—novels, poetry, essays, Semester: N/O Unit: 1.0 Goya, Jovellanos, Larra, Pardo Bazán, Pérez theater—by Spanish women writers from the Galdós, and Unamuno, among others, are studied 1980s to the present day, including Rosa Montero, SPAN 268 Contemporary Spanish Cinema in their changing and sometimes turbulent Esther Tusquets, Adelaida García-Morales, Gascón-Vera aesthetic, social and historical contexts. Some Cristina Fernández-Cubas, and Lucía Etxebarría. NOT OFFERED IN 2011-12. A survey of of the topics explored in this class include the A close study of the development of their feminist Spanish cinema. Themes of history and society as tensions between tradition and reform, the consciousness and their response to the changing depicted by major directors since the Spanish Civil Romantic versus Realist approach in art, how art world around them. War of 1936. We will analyze films of important confronted the frequent wars in the period, the Prerequisite: 241 or 242 or permission of instructor directors such as Pedro Almodóvar, Luis García role of the church in society or the loss of empire Distribution: Language and Literature Berlanga, Víctor Erice, Bigas Luna, Pilar Miró and Semester: Spring Unit: 1.0 and its effect on the intellectual life of the country. Itziar Bollaín. Prerequisite: 241 or 242 or permission of instructor Prerequisite: 241 or 242 or permission of instructor Distribution: Language and Literature Distribution: Arts, Music, Theatre, Film, Video or Language Semester: N/O Unit: 1.0 and Literature Semester: N/O Unit: 1.0

199 Spanish SPAN 269 Caribbean Literature and Culture SPAN 274 Captives, Clerics and Corsairs: SPAN 302 Cervantes Hagimoto, Rengilian-Burgy Cervantes in Africa Gascón-Vera, Syverson-Stork NOT OFFERED IN 2011-12. An introduc- Syverson-Stork A close reading of the Quixote with particular tion to the major literary, historical, and artistic Returning to Spain after military service in 1575, emphasis on Cervantes’ invention of the novel traditions of the Caribbean. Attention will focus Miguel de Cervantes, author of Don Quixote, was form: creation of character, comic genius, hero on the Spanish-speaking island countries: Cuba, captured by Barbary pirates and held in Algiers versus anti-hero, levels of reality and fantasy, and Dominican Republic, Puerto Rico. Authors will for five years. The resulting encounter with the history versus fiction. include Juan Bosch, Lydia Cabrera, Guillermo multilingual, multicultural and multi-faith terri- Prerequisite: Open to senior and junior majors Cabrera Infante, Julia de Burgos, Alejo Carpentier, tories of North Africa—the theatre of two warring Distribution: Language and Literature Nicolás Guillén, René Marqués, Luis Palés Matos, empires, the Ottoman and the Spanish—provided Semester: Fall Unit: 1.0 and Pedro Juan Soto. both challenge and opportunity for the writer. Prerequisite: 241 or 242 or permission of instructor Against the backdrop of the Maghrib, this course SPAN 304 Seminar. All about Almodóvar: Distribution: Language and Literature will examine Cervantes´ portrayals of the captives, Spanish Cinema in the Transición Semester: N/O Unit: 1.0 clerics, corsairs, and émigrés that populated this Gascón-Vera fascinating frontier world. Cervantine texts in NOT OFFERED IN 2011-12. An examination SPAN 271 Intersecting Currents: Afro-Hispanic several genres—as well as cultural artifacts—will of the culture of Spain of the last two decades seen and Indigenous Writers in Latin American inform our inquiry into the mind and manner of through the eyes of filmmaker, Pedro Almodóvar. Literature this soldier/eye witness turned writer, as we exam- We will study those films and literary texts that Guzauskyte ine the religious, political, ethnic and economic depict the development of Spain as a country in A close reading of selected texts that illustrate the issues of Cervantes´ Age. transition from a repressive dictatorship to democ- intersection of African, Spanish, and indigenous Prerequisite: 241 or 242 or permission of instructor racy and postmodernism. Themes of freedom, oral and literary traditions. Readings include auto- Distribution: Language and Literature homosexuality and cross-dressing, family, violence, biographies, novels, and poetry. Individual authors Semester: Spring Unit 1.0 and the transcendence of love and death in our to be studied include Rigoberta Menchú, Esteban contemporary society will be analyzed. Films will Montejo, Luis Palés Matos, Nicolás Guillén, SPAN 275 The Making of Modern Latin range from Almodóvar’s first,Pepi, Lucy y Bom to Nancy Morejón, and Daisy Rubiera Castillo. American Culture his most recent productions, with special attention Topics include the emergence of non-elite voices, Hagimoto, Nuñez-Negrón, Darer, Staf given to Mujeres al borde de un ataque de nervios the relationship between identities and aesthetics, An examination of the principal characteristics of and Tacones lejanos. the marginal and the canonical, literature and the the search for identity and independence of the Prerequisite: Open to senior and junior majors affirmation of the nation-state, and the uses of emerging Latin American nations as expressed in Distribution: Arts, Music, Theatre, Film, Video or Language contemporary race and gender theory in literary literary, historical, and anthropological writing. and Literature analysis. We will examine the experience of each of four Semester: N/O Unit: 1.0 Prerequisite: 241 or 242 or permission of instructor distinct regions: Mexico and Central America, Distribution: Language and Literature the Caribbean, the Andean countries, and the SPAN 305 Seminar. Hispanic Literature of the Semester: Spring Unit: 1.0 Southern Cone. Readings will include the works United States of contemporary Latin American writers, film- Renjilian-Burgy SPAN 272 Cultures of Spain makers, and historians. Special attention will be A study of U.S. Hispanic writers of the Southwest Ramos given to the relationship between social issues and and East Coast from the Spanish colonial period An examination of Spain’s multicultural civi- the evolution of literary form. to the present. Political, social, racial, and intellec- tual contexts of their times and shared inheritance lization and history, from the prehistoric cave Prerequisite: 241 or 242 or permission of instructor paintings of Altamira to the artistic movida of Distribution: Language and Literature will be explored. Consideration of the literary post-Franco Spain. Literary, historical, artistic, and Semester: Spring Unit: 1.0 origins and methods of their craft. Authors may anthropological readings will inform our under- include: Cabeza de Vaca, Gaspar de Villagrá, José standing of recurrent themes in Spanish national SPAN 279 Jewish Women Writers of Latin Villarreal, Lorna Dee Cervantes, José Martí, Uva ideology and culture: Spain as a nexus between America Clavijo, Pedro Juan Soto, Miguel Algarín, and Christian, Jewish, and Islamic thought; regional- Agosin Edward Rivera. ism, nationalism, and internationalism; religion NOT OFFERED IN 2011-12. This course will Prerequisite: Open to senior and junior majors and class; long-term economic consequences of explore the vibrant literary culture of Jewish Distribution: Language and Literature global empire; dictatorship and democracy; and women writers of Latin America from the 1920s Semester: Fall Unit: 1.0 the creation and questioning of national identity. to the present. We will examine selected works SPAN 307 Seminar. The Clothed and the Naked Prerequisite: 241 or 242 or permission of instructor by these authors, daughters of immigrants, whose Distribution: Language and Literature various literary genres reveal the struggle with in Colonial Latin America Semester: Fall Unit: 1.0 issues of identity, acculturation, and diasporic Guzauskyte imagination. Writers include Alicia Steimberg In this seminar, we will study the colonial SPAN 273 Latin American Civilization of Argentina, Clarice Lispector of Brazil, Margo period of Latin America, focusing on the cul- Staf, Hagimoto, Nuñez-Negrón, Guzauskyte Glantz of Mexico, as well as a new generation of tural notions of “clothing” and “nakedness.” The An introduction to the multiple elements consti- writers who explore issues of multiculturalism and course will be divided into three parts dedicated tuting Latin American culture. An examination of ethnicity. to: Native American texts and art (mythologies, codices, maps); European texts (Bible, Aristotle, the principal characteristics of Spanish colonialism Prerequisite: 241 or 242 or permission of instructor and Creole nationalism will inform our general Distribution: Language and Literature Montaigne); and accounts of the conquest understanding of Latin American culture today. Semester: N/O Unit: 1.0 told from various points of view (Columbus, Readings and class discussions will cover such Ixtlilxochitl, Cabeza de Vaca, Catalina de Erauso). topics as the military and spiritual conquest, the SPAN 300 Seminar. Honor, Monarchy, and We will analyze how clothing and nakedness were Indian and African contributions, the emergence Religion in Golden Age Drama used to symbolize changing power relationships of criollo and mestizo discourses, and gender and Gascón-Vera, Syverson-Stork, Vega, Staf between various protagonists: indigenous/white, race relations. Readings will include the works NOT OFFERED IN 2011-12. The characteristics female/male, and colonized/colonizer. Topics will of Latin American writers, filmmakers, and of the Spanish drama of the Golden Age. Analysis include: notions of dress in distinct cosmological historians. of ideals of love, honor, and religion as revealed systems, clothing and gender in early colonial Prerequisite: 241 or 242 or permission of instructor in drama. Representative masterpieces of Lope de chronicles, clothing and its absence in the con- Distribution: Language and Literature Vega, Cervantes and Ruíz de Alarcón, Tirso de struction of the individual, and collective notions Semester: Fall Unit: 1.0 Molina, and Calderón. of the Self and the Other. Prerequisite: Open to senior and junior majors Prerequisite: Open to senior and junior majors Distribution: Language and Literature or Arts, Music, Distribution: Language and Literature Theatre, Film, Video Semester: Fall Unit: 1.0 Semester: N/O Unit: 1.0

200 Spanish SPAN 315 Seminar. Luis Buñuel and the Search to enduring cultural icons such as the Virgin of SPAN 329 Seminar. Chile: Literature and for Freedom and Morality Guadalupe and Cantinfas, as well as to the reali- the Arts Gascón-Vera ties faced by workers on the Periférico highway in Agosin NOT OFFERED IN 2011-12. Students will read Mexico City and in the maquilas along the U.S.- NOT OFFERED IN 2011-12. From 1971 to the scripts and view the films most representative Mexico border. 2003, Chile, one of South America’s longest of alternative possibilities of freedom expressed Prerequisite: Open to senior and junior majors democracies, has experienced traumatic cultural, by Luis Buñuel. The course will focus on the Distribution: Language and Literature political, and social change. From the election Semester: N/O Unit: 1.0 moral issues posed in his films and will start of Salvador Allende (1971–1973) through the with a review of the historical motivations of the Pinochet dictatorship, during these turbulent SPAN 324 Seminar. Topics in Spanish Buñuel perspective: Marxism, Freudianism, and times an unprecedented cultural life was mani- Modernity Surrealism, as depicted in selected films of Buñuel, fested in literature, theatre, and the visual arts. In Ramos from his first,An Andalusian Dog (1928) to his this seminar, we will explore the cultural changes Topic for 2011-12: Modernity and Avant- last That Obscure Object of Desire (1977). experienced in Chile during three decades, the Garde. Using a wide variety of literary texts, ways in which writers understood the complex Prerequisite: Open to senior majors or by permission of the paintings, movies, and architectural examples, this instructor. web of creativity, as well as the specter of censor- course will explore various forms of Modernity Distribution: Arts, Music, Theatre, Film, Video or Language ship. We will analyze how historical figures were in Spain. Emphasis will be placed on the connec- and Literature revived through writers such as Gabriela Mistral, Semester: N/O Unit: 1.0 tions between Spanish and mainstream European Rosamel del Valle, Pablo Neruda, and Salvador Avant-Garde, as well as the marginalization of Allende. Narratives, journalistic essays, theatrical SPAN 318 Seminar. Love and Desire in Spain’s women’s contributions. Main figures will include and visual productions will be examined vis-à-vis Early Literature Federico García Lorca, Gómez de la Serna, the social and political history in which the topics Vega Huidobro, Rafael Alberti, Luis Buñuel, Concha were created. NOT OFFERED IN 2011-12. Medieval Spain, Méndez, Ortega y Gasset, Salvador Dalí and Pablo at the nexus of the Christian, Jewish, and Islamic Picasso. The connections between modernity and Prerequisite: Open to senior and junior majors Distribution: Arts, Music, Theatre, Film, Video or Language cultures, witnessed a fowering of literature dealing post/modernity will also be explored. and Literature with the nature and depiction of love. This course Prerequisite: Open to senior and junior majors Semester: N/O Unit: 1.0 will examine works from all three traditions, Distribution: Language and Literature stressing the uses of symbolic language in the Semester: Spring Unit: 1.0 SPAN 335 Seminar. Asia in Latin America: linguistic representation of physical desire. Texts Literary and Cultural Connections will include Ibn Hazm, The Dove’s Neck-Ring; the SPAN 325 Seminar. Candid Cuisine: Food in Hagimoto poetry of Yehuda Ha-Levi and Ben Sahl of Seville; Latin American Literature and Culture Connections between two geographically remote the Mozarabic kharjas; the Galician cantigas Guzauskyte areas (Asia and Latin America) that would seem to d’amigo; Juan Ruiz, The Book of Good Love; Diego NOT OFFERED IN 2011-12. An in-depth study have little in common will be studied. By analyz- de San Pedro, Cárcel de Amor; and Fernando de of food in Latin American literature and culture, ing prose, poetry, art and music, we will examine Rojas, La Celestina. with a particular focus on its functions and sym- diverse Asian infuences in Latin American litera- Prerequisite: Open to senior and junior majors bolism in indigenous cultures and in the context ture and culture from the nineteenth century to Distribution: Language and Literature of the transatlantic exchanges of food products, the present. We will explore how various images Semester: N/O Unit: 1.0 plants, animals, and recipes among the Americas, of the “exotic” Orient are represented in Latin Europe and Africa after 1492. We will also study America during the periods of “modernismo” and SPAN 320 Seminar. Topics in Cross-Cultural the role of food and cuisine in the search for “vanguardia.” We will also examine contemporary Hispanic Studies new literary forms of expression during the Latin Asian-Latin American writers and artists with an Vega, Staf American independence era and contemporary emphasis on the multicultural experience of immi- NOT OFFERED IN 2011-12. An analysis of the food times. Notions of food, kitchens and hunger gration and assimilation. Authors include José study abroad experience in a Spanish-speaking will be vehicles to explore issues of gender, race, Martí, José Rizal, Rubén Darío, José Juan Tablada, country, framed within the student’s academic power relations, slavery and the emergence of new Enrique Gómez Carillo, Octavio Paz, Jorge Luis trajectory. Based upon personal observations, hybrid cultures. Readings will include Gonzalo Borges, Mario Benedetti, Anna Kuzumi Stahl, shared readings, and selected films, students will Fernández de Oviedo’s Historia, Sor Juana Inés Doris Moromisato, José Watanabe, Siu Karn Wen, weigh the validity of concepts that promote a de la Cruz’ Respuesta, Francisco de Paula García and Eduardo Tokeshi. unified identity for Spanish-speaking peoples Peláez’ Libro del Chocolate, Fernando Ortiz’ Prerequisites: Open to senior majors. (“Hispanicity,” “Hispanidad,” “Latino,” and “La Contrapunteo cubano, and Laura Esquivel’s Como Distribution: Language and Literature Raza”), and will examine the cultural, histori- agua para chocolate. Semester: Fall Unit: 1.0 cal, and intellectual evolution of these notions. Prerequisite: Open to senior and junior majors Participants will carry out individual research Distribution: Language and Literature SPAN 337 Seminar. Laughing Out Loud: projects focusing on a cultural issue or creative Semester: N/O Unit: 1.0 Humor and Politics in Latin American current experienced firsthand abroad. Literature Prerequisites: Study abroad experience in a Spanish-speaking SPAN 327 Seminar. Latin American Women Núñez-Negrón country, open to seniors only. Writers: Identity, Marginality, and the Literary This course focuses on the cultural richness and Distribution: Language and Literature Canon complexity of Latin American humor through Semester: N/O Unit: 1.0 Agosin analyses of chronicles, poems, narrative fiction, An examination of twentieth-century women comic strips, and visual arts. We will explore SPAN 323 Seminar. Modern Mexico writers from Latin America. Perspectives for analy- theories of humor in general and, specifically, of Hall ses will include questions of identity (national, humor produced in Latin America. We will begin NOT OFFERED IN 2011-12. A study of post- ethnic/racial, religious, sexual, gender), the extent with works from the XIX century onward to see Revolutionary Mexico focusing on works by writ- to which Afro-Hispanic, Indigenous and non- how humor is inextricably linked to a larger social ers, artists, filmmakers and activists preoccupied Christian writers constitute distinct, marginal- context. The course will also examine how humor with what it means to be modern. We will explore ized groups in Latin American literature, and a has been used to address major political topics in the political and historical context of one-party comparison of issues regarding identity in selected Latin American history and culture. rule, technological innovations in the thirties and canonical and noncanonical works by Gabriela forties, the student movement of 1968, the emer- Prerequisite: Seniors, majors or permission of the instructor. Mistral, Remedios Varo, Elena Poniatowska, Distribution: Language and Literature gence of women into the public sphere, the 1985 Nancy Morejón, Rosario Aguilar, Gioconda Belli Semester: Spring Unit: 1.0 earthquake, and the Zapatista rebellion of 1994. and Victoria Ocampo. We will analyze the writings of leading intellectu- Prerequisite: Open to senior and junior majors SPAN 350 Research or Individual Study als (Paz, Fuentes, Poniatowska and Monsiváis), Distribution: Language and Literature Prerequisite: Open by permission of the instructor to seniors poetry in Spanish and indigenous languages, Semester: Spring Unit: 1.0 who have taken two 300-level units in the department essays, works of fiction, crónicas, murals, photo- Distribution: None graphs, communiqués and manifestos. Attention Semester: Fall, Spring Unit: 1.0

201 Spanish SPAN 350H Research or Individual Study Upon approval from the department, up to four courses taken during a semester of study Sustainability Certificate Prerequisite: Open by permission of the instructor to seniors who have taken two 200-level units in the department away from Wellesley and up to five during a full Distribution: None academic year away may be counted toward the Program Semester: Fall, Spring Unit: 0.5 major. A THREE COLLEGE COLLABORATION For students interested in an interdisciplinary PROGRAM AMONG WELLESLEY, OLIN, AND SPAN 360 Senior Thesis Research approach to the study of Latin America, also Prerequisite: By permission of department. See Academic available is the interdepartmental major in Latin BABSON COLLEGES Distinctions. American Studies, which allows students to Program Director: Linder (Olin College) Distribution: None Semester: Fall, Spring Unit: 1.0 choose from a list of courses in different depart- Wellesley Faculty Advisory Group: DeSombre ments, including Spanish. Majors devise their (Environmental Studies; Wellesley Program Contact); SPAN 370 Senior Thesis own programs in consultation with the directors Barkin (Environmental Studies), Brabander of Latin American Studies. Students are referred Prerequisite: 360 and permission of department (Geosciences), Jones (Biological Sciences), Rodenhouse Distribution: None to the Latin American studies interdepartmental (Biological Sciences), Thomas (Environmental Semester: Fall, Spring Unit: 1.0 program listing for further information. Studies and Biological Sciences), Turner A (Environmental Studies) Courses for Credit Toward Honors Addressing the challenge of using earth’s resources the Major The only route to honors in the major is writing sustainably requires a collaborative and interdis- a thesis and passing an oral examination. To be ciplinary approach, in which basic research about EDUC 308 Seminar. World Languages admitted to the thesis program, a student must the causes and consequences of environmental Methodology have a grade point average of at least 3.5 in all problems is combined with an understanding work in the major field above the 100 level; the of the incentives and processes for a large-scale EDUC 325 Seminar. English and a Second reworking of economic activity and the technol- Language: Pedagogy, Theory, and Practice department may petition on her behalf if her GPA in the major is between 3.0 and 3.5. See Academic ogy with which to reconfigure the human effect Distinctions. on the natural world. Wellesley, Olin, and Babson Department Information Colleges are uniquely suited to address this challenge by providing a joint program capable Courses are normally conducted in Spanish; oral Teacher Certifcation of educating students in ways that each cannot expression is stressed. Students interested in obtaining certification accomplish alone. By truly integrating business, The department reserves the right to place new to teach Spanish in the Commonwealth of engineering, and the liberal arts in the service students in the courses for which they seem best Massachusetts should consult Professor Renjilian- of environmental sustainability, this program prepared regardless of the number of units they Burgy, Department of Spanish, and Professor will provide students with the cross-disciplinary have offered for admission. Hawes of the Department of Education. academic preparation and the cross-campus SPAN 101-102 and 201-202 are counted toward cultural collaboration experiences needed to the degree but not toward the major. approach environmental issues holistically. This Advanced Placement Policies and certificate program can serve as a complement to Language Requirement an Environmental Studies major or to any other Requirements for the Major major. A student may receive one unit of credit and sat- A minimum of eight units exclusive of 101-102 isfy the foreign language requirement with a grade Goals for the Program and 201-202 must be presented for the Spanish of 5 on either of the AP Spanish exams. She will The Sustainability Certificate Program seeks to major. Also required are at least two 300-level lose the AP credit(s) if she takes SPAN 202 or a educate students to make use of the skills, tools, units, including a seminar during the senior year. lower-numbered course. AP credit does not count and concepts from the liberal arts, business, and Both of the 300-level courses counted towards toward the major in Spanish. engineering to address environmental challenges the major must be taken at Wellesley. SPAN and to evaluate potential paths towards sustain- 350, 360, and 370 count towards the major, but ability at both the individual and societal level. normally do not fulfill the two 300-level courses Study Abroad requirement. Qualified juniors are encouraged to spend a SUST 201 Introduction to Sustainability semester or a year in a Spanish-speaking country, The major in Spanish incorporates considerable DeSombre (Wellesley), Staf (Olin), George (Babson) fexibility in designing a program of study, but either with Wellesley’s consortium programs in This case-based course introduces students to the must include the following elements, chosen in Córdoba, Spain, and in Puebla, Mexico, or anoth- basic concepts and tools that business, engineer- consultation with the major advisor: er approved program. To be eligible for study in ing, and the liberal arts (science, social science, Córdoba for one or two semesters in Wellesley’s Foundational work: normally SPAN 241 and / and the humanities) bring to a consideration of Programa de Estudios Hispánicos en Córdoba or SPAN 242. Qualified students may begin the sustainability. It is team-taught by three faculty (PRESHCO), or Program for Mexican Culture major at a higher level. members, one from each institution, with course- and Society in Puebla (PMCSP) a student should work fully integrated across the three approaches. Breadth: coursework focused on Spain as well as ordinarily be enrolled in 241 or a higher-level The course will draw empirical material from, offerings focused on the Americas. language or literature course the previous semester. and apply concepts and tools to, a semester-long Depth: two units in which a student concentrates case (such as the sustainability of a city block, the on a special field of her choice, such as transition to clean energy worldwide, or the life- a single literary or artistic form (i.e., prose narra- cycle of a common consumer product). Course tive, poetry, film) meetings will take place at Wellesley, Olin, and a broad cultural movement or theme (i.e., moder- Babson colleges. nity, feminism, human rights) Prerequisite: None. Not open to first-year students except by permission of instructor. a specific region of the Spanish-speaking Distribution: None world (i.e., Mesoamerica, Southern Cone, Semester: Fall Unit: 1.0 the Caribbean, U.S. Latino) and its cultural production. SUST 301 Sustainability Synthesis Historical perspective: at least one unit in Staf (Wellesley), Staf (Olin), Staf (Babson) Medieval, Renaissance, Golden Age, or Latin NOT OFFERED IN 2011-12. OFFERED IN American Colonial literature and culture. 2012-13. This project-based course provides an opportunity for students to synthesize the work

202 Sustainability Certificate from the introductory course and elective courses ES 201/GEOS 201 Methods and Problems in Admission to the Certifcate to apply their knowledge of sustainability to a Environmental Science with Laboratory specific problem or issue of interest to an identi- Program ES 203 fied community. Groups of three to five students Cultures of Environmentalism Students may declare their intention to pursue representing more than one school will work on ES 214/POL2 214 Social Causes and the certificate program any time after completing a semester-long project of their choosing that Consequences of Environmental Problems the introductory course; they must do so before focuses on understanding and providing solutions ES 299/HIST 299 enrolling in the synthesis course. Students with for a specific environmental problem, using the United States Environmental History declared program participation will have preferen- tools and concepts developed in the program. tial enrollment opportunities for the cross-campus Prerequisite: Declared participation in the certificate pro- AFR 226 Environmental Justice, Race, and electives. Upon declaring the intention to pursue gram, completion of SUST 201, and three out of four elec- Sustainable Development the program, the student will be given a campus tive courses for the program. advisor; students may also contact the overall Distribution: None BISC 108 Environmental Horticulture with Semester: N/O. Offered in Spring 2013. Unit: 1.0 Laboratory program director. Advising is a central part of ensuring a coherent structure to the certificate BISC 201 Ecology with Laboratory program, so students are encouraged to declare Courses for Credit Toward the ECON 228 Environmental and Resource their intention to complete the program as soon Certifcate Program Economics as they can. The following courses may be used as electives. GEOS 101 Earth Processes and the Environment Students who have taken SUST 201 may be able with Laboratory Record of Completion of the to waive prerequisites for some of these courses; PHIL 233 Environmental Ethics Certifcate Program please contact the course instructor to determine the accessibility and appropriateness of the course. Babson The record of completion of the program will appear on the Wellesley transcript. The certificate Note that students may not earn credit for both SCN 2410 Environmental Technology ECON 228 (at Wellesley) and ECN 3675 (at does not count as a Wellesley minor, so courses Babson). Courses listed with an * require that SCN 3615 Ecology of Animal Behavior taken for a Wellesley major or minor may also be students undertake their course project on a SCN 3697 Global Warming: Business & Society counted towards the certificate program. sustainability-related topic to gain credit towards HSS 2410 Contemporary Environmental Issues the certificate. Additional Certifcate Program Distribution: Business LAW 3616 The Role of Animals in Technology, Law and Society Information Babson ECN 3675 Environmental Economics, Policy and For more information about program admission EPS 4523 Environmental and Sustainable Analysis and course of study, contact Beth DeSombre, the Entrepreneurship Certificate Program contact for Wellesley. CVA 2457 Imagining Sustainability: Nature, For detailed certificate program information, EPS 3525 Social Enterprise Management Humanity, Business and End of Sorrow please visit the Sustainability Certificate Program MOB 3522 Business and the Environment CXD 3662 Ecotourism, Biodiversity, and website: EPS 4527 Social Entrepreneurship by Design* Conservation Policy in Costa Rica http://www.wellesley.edu/EnvironmentalStudies/ MOB 3527 Solving Big Problems* Olin Curriculum/sustainabilitycert.html EPS 4525 Living the Social Entrepreneurship AHSE 2199 Environmental Enterprise: For detailed information on courses offered at Experience* Technology, Civilization, and Sustainability Babson and Olin Colleges, please visit: https:// fusionmx.babson.edu/CourseListing/index. Olin SCI 2299 Microbial Diversity cfm?fuseaction=CourseListing.CourseCatalog AHSE 3510 New Technology Ventures Requirements for the Certifcate http://star.olin.edu/StudentRecords.cfm Distribution: Engineering Program Olin There are three components to the 6-course MTH/SCI 1111 Modeling and Simulation of the certifcate program: Physical World 1.Introductory Course (SUST 201) ENGR 1200 Design Nature 2. Synthesis Course (SUST 301) SCI 1410 Materials Science and Solid State 3. Four electives from the list of Courses for Chemistry with Lab Credit Toward the Certificate Program. Those ENGR 2350 Thermodynamics four electives, chosen from the list above (with the possibility of petitioning to accept a course not on ENGR 3210 Sustainable Design this list), must include one course in each of the ENGR 3355 Renewable Energy three areas–business, engineering, and the liberal arts–and must include a course taken at each one ENGR3499 Metals and Alloys: From of the three institutions. These courses provide Microstructure to Global Impact an interdisciplinary breadth of knowledge, skills ENGR 3810 Structural Biomaterials and experiences relating to environmental sustain- ENGR 3820 Failure Analysis and Prevention ability. (Several courses include the requirement that the major course project a student chooses Distribution: Liberal Arts focuses on sustainability issues.) The Babson business courses listed above may count towards the Wellesley Wellesley degree only for students who complete the ES 101 Fundamentals of Environmental Science certificate program; these students may count no with Laboratory more than two Babson business courses total towards the 32 units required for the Wellesley degree. (A ES 102 Environment and Society: Addressing student pursuing this program who takes a Babson Climate Change accounting course may count only one additional Babson business course from this program towards the Wellesley degree.)

203 Sustainability Certificate THST 106 I’m Talking Here... Are you dramatic script in terms of the actor, the director, Theatre Studies listening? the scenic, costume, and lighting designers, and the technicians. Practical applications of acquired AN INTERDEPARTMENTAL MAJOR Hussey This course will introduce students to the art of skills integrate the content of the course. Each stu- Director: Hussey developing personal narrative as a means to creat- dent participates in the creation of a fully realized “miniproduction” given as a public performance Professor: Morley ing a viable piece of theatre. Through guided writ- ing exercises and exposure to the works of Anna at the end of the term. Emphasis is placed on Senior Lecturer: Arciniegas Deveare Smith, Carlos Eire, Nuala O’Faolain and artistic and intrapersonal collaboration within the Lecturer: Howland, Lopez, Roach Wellesley alum Marta Rainer, students will explore companies. Director of Theatre:Hussey the intricacies of their own and their family histo- Prerequisite: None ries. Based on the techniques that have produced Distribution: Arts, Music, Theatre, Film, Video Production Manager: Loewit Semester: Fall Unit: 1.25 numerous original plays here at Wellesley, the A Advisory Committee: Ko (English), Masson weekly exercises will be centered around various THST 204 Introduction to Acting (French), Genero (Psychology) aspects of life such as race, gender, class, body Arciniegas image, and personal history. Students will hear The Theatre Studies major is both an academic This course is intended for any and all levels of and critique each other weekly while preparing field of study and a practical application of that experience. Students are introduced to the funda- for a final evening of “stories” to be offered to the study. The purpose of the major is to provide stu- mentals of contemporary stage performance, as public at the end of the semester. The class will dents with a theoretical knowledge and apprecia- devised by such stage theoreticians as Constantine also focus on the final composition of that eve- tion of the history and literature of the theatre. In Stanislavsky, Lee Strasbourg and Sanford Meisner. ning, and the journey each student makes to bring addition, students are instructed and given hands- Instruction focuses on the proper methods for it to fruition. Emphasis is on the development and on experience in production and promotion of breaking scenes down into component units or refinement of the dramatic content while building theatrical events. The theatre is one of the oldest “beats,” staging them for clarity of purpose, and confidence for even the least experienced student. art forms in existence, and students learn valuable performing them truthfully in the immediate Mandatory credit/noncredit. information about the way various disparate soci- present before a live audience. Students perform eties have evolved throughout the ages. Students Prerequisite: None. Open to first-year students only. in every class with a rotating roster of partners, are expected to work on productions as performers Distribution: Arts, Music, Theatre, Film, Video Semester: Spring Unit: 1.0 emphasizing group learning and mutual support and technicians. The theatre department actively in the pursuit of an individual acting aesthetic. tries to cultivate well-rounded theatre students Performance material is drawn from the work of who are knowledgeable in all areas of theatre. THST 130/JPN 130 Japanese Animation (in English) contemporary playwrights researched by the stu- Goals for the Major Morley dents or recommended by the instructor. ••The ability to break down and score a scene, NOT OFFERED IN 2011-12. What makes Prerequisite: None conduct a rehearsal and produce a play Japan tick? New visitors to Japan are always struck Distribution: Arts, Music, Theatre, Film, Video Semester: Fall, Spring Unit: 1.0 ••An understanding of the development of dra- by the persistence of traditional esthetics, arts, and values in a highly industrialized society entranced matic literature from the Greeks to the present, THST 205 Advanced Scene Study by novelty. Through animation films (English sub- and ability to identify major movements within (Historic Periods) titles) and readings on animation we will explore that chronology Arciniegas this phenomenon from the inside. Focus is on the ••Knowledge of current theatre technologies NOT OFFERED IN 2011-12. This course is works of Tezuka Osamu, Hayao Miyazaki, and intended to give the advanced theatre student ••Problem solving independently, and within an others. No Japanese language required. Students experience in the performance styles of other ensemble may register for either THST 130 or JPN 130 and periods. Focusing on Classical, Elizabethan, credit will be granted accordingly. ••Basic construction skills and attention to detail Restoration, and Victorian dramatic literature, in execution Prerequisite: None students retrace the development of the Western Distribution: Language and Literature or Arts, Music, ••Competence to compete with conservatory- Theatre, Film, Video European theatrical tradition in practical terms. trained graduates for graduate school or casting/ Semester: N/O Unit: 1.0 Particular emphasis is placed upon developing the hiring opportunities within the industry performance skills necessary for remaining faithful THST 131/JPN 131 First-year Seminar: Japan to the acting style of the period while ensuring THST 101 Can We Have an Argument? on Stage (in English) relevance and accessibility to a contemporary Understanding, Employing, and Delivering Morley audience. Sound Rhetoric Traditional Japanese drama has had an enormous Prerequisite: 204 Arciniegas impact on contemporary and avant-garde forms of Distribution: Arts, Music, Theatre, Film, Video This course will apply theatrical performance drama worldwide. We will focus on the noh and Semester: N/O Unit: 1.0 training to the art of public speaking or rhetoric. kyogen theater from historical, social, textual, and THST 206 Directing and Dramaturgy One of the three original Liberal Arts, the art of performance perspectives. Students will learn to discourse has long been recognized as fundamental read and block plays, view performances on DVD, Hussey NOT OFFERED IN 2011-12. to the creation of knowledge, and the develop- and become familiar with the esthetic, religious, This course stud- ment of thought. Employing dramatic and non- and cultural (historical) contexts of the plays. The ies the creative skills of the director in conjunc- dramatic texts, original student-written work, and unit on noh will culminate in the composition tion with the analytical skills of the dramaturge. an occasional Saturday Night Live sketch, students and station of an original noh play. The kyogen Particular emphasis will be placed on commu- will discover the power of words to change hearts unit will conclude with the performance of a kyo- nicating on a “moment-to-moment” basis with and minds, as well as their ability to undercut gen comedy. A professional kyogen actor will assist an actor. Students will be encouraged to develop the speaker who does not know how to use them in the workshops. No Japanese language required. their own unique “directorial vision.” Students properly. The course is intended to develop com- Students may register for either THST 131 or JPN will be expected to provide probing intellectual municative and expressive skills in students, who 131 and credit will be granted accordingly. questions to each other while collaborating. Dramatic material will be drawn from a variety of might not be drawn to the fine arts, but who Prerequisite: None. Open to first-year students only. might benefit from theatrical training to become Distribution: Language and Literature or Arts, Music, world literatures with emphasis placed on women more effective thinkers, writers, and speakers. Theatre, Film, Video playwrights. Students will be given opportunities Semester: Fall Unit: 1.0 to work each week with professional actors in a Prerequisite: None Distribution: Arts, Music, Theatre, Film, Video guest-artist “lab” format. Semester: Fall Unit: 1.0 THST 203 Plays, Production, and Performance Prerequisite: None Hussey Distribution: Arts, Music, Theatre, Film, Video This course studies the principles and practice of Semester: N/O Unit: 1.0 the related arts that make up the production of a play in the theatre. Students will analyze the

204 Theatre Studies THST 207 Stagecraft for Performance THST 212 Representations of Women on Stage student will begin to connect her dramatic voice Loewit Lopez and theatrical passion. Students will ultimately NOT OFFERED IN 2011-12. This course stud- This course looks at specific examples of the repre- write a one-act play as the capstone experience for ies the craft and theory of the production arts in sentation of women on the dramatic stage during this class. Mandatory credit/noncredit. the theatre. The course will cover the process and various eras in a variety of cultures, focusing pri- Prerequisite: None will analyze the designers’ function in the produc- marily on what a public and popular art says and Distribution: Arts, Music, Theatre, Film, Video Semester: Fall Unit: 1.0 tion: creating working drawings, problem-solving, implies about women: their “nature,” their roles, and use of theatrical equipment and alternative their place in the society refected. Consideration THST 250G Research, Group Study, or media for the realization of sound, set, and light- is given to the male dominance in both playwrit- Apprenticeship ing designs. There will be additional time outside ing and performance in historic cultures. Texts of class scheduled for production apprenticeships. will be chosen from a broad spectrum of dramatic Prerequisite: Permission of instructor. Distribution: None Prerequisite: 203 or permission of instructor. world literature. Semester: Fall, Spring Unit: 1.0 Distribution: Arts, Music, Theatre, Film, Video Prerequisite: None Semester: N/O Unit: 1.0 Distribution: Arts, Music, Theatre, Film, Video THST 250H Research, Individual Study, or Semester: Spring Unit: 1.0 Apprenticeship THST 208 Introduction to Stage Management Loewit THST 214 Inside Out: A Study of Character Prerequisite: Permission of instructor. Distribution: None This course examines the role and duties of a stage Through Voice and Movement Semester: Fall, Spring Unit: 0.5 manager in the collaborative process and the stage Rainer manager’s relationship to the director, designers, NOT OFFERED IN 2011-12. This course will THST 251/JPN 251 Japanese Writers and Their and actors. Students will learn to write rehearsal give students the tools and skills to develop a char- Worlds (in English) reports, call cues, assemble rehearsal schedules, acter either from the outside in, using movement, Morley call scripts, etc. Students will also be taught the or from the inside out, using the voice. Utilizing A study of the emerging voice of the writer in importance of technical script analysis. Emphasis the techniques of Kristin Linklater, students will Japan from the tenth through the eighteenth will also be placed on a number of transferable move towards “freeing their natural voice” and centuries. Texts will include the early poetic diaries skills, including leadership, organization, delega- developing range, color, and texture for effective of the Heian Court ladies, The Tale of Genji, the tion, effective communication, and attention stage use. Concurrently, students will work on Noh plays, puppet plays and the haiku poetry of to detail. In addition, students are strongly “freeing their bodies” and using physicality to fesh Matsuo Basho. Emphasis is on the changing world encouraged to complete a THST 250H by stage out a character. Class work will focus on both of the Japanese writer, the infuence of Buddhism managing either a Wellesley College Theatre or an individual and group work with particular atten- and Confucianism, and the role of the texts in Upstage production during the academic year in tion given to layering voice and movement with shaping Japanese aesthetic principles. Selected order to complement the material learned in class. text to create vivid, fully developed characters. Not films shown throughout course.Students may regis- Prerequisite: None ofered every year. Subject to Dean’s Office approval. ter for either THST 251 or JPN 251 and credit will Distribution: Arts, Music, Theatre, Film, Video Prerequisite: None be granted accordingly. Semester: Spring Unit: 0.5 Distribution: Arts, Music, Theatre, Film, Video Semester: N/O Unit: 0.5 Prerequisite: None Distribution: Language and Literature THST 209 Introduction to the Art of Scenic Semester: Spring Unit: 1.0 Design THST 215 Twenty Plays, Twenty Years Howland Lopez THST 312/JPN 312 Literary Japanese: Reading Think outside the box! Learn visual communica- NOT OFFERED IN 2011-12. A survey of con- the Classics (in Japanese) tion skills in this basic art of scenic design course. temporary American Plays: Pulitzer Prize Winners Morley After reading assigned plays, students will learn as well as investigating inventive new companies Reading and discussion in Japanese of selections how to develop their concepts through analysis that break down the boundaries between perfor- from classical Japanese literature: focus on transla- of the action of the play. Visual research, sketches mance and audience. We’ll read texts ripped from tion skills. Students will have the opportunity and basic drafting skills will be developed in the headlines as well as what might be the ‘new to sample The Tale of Genji and The Pillow Book, addition to the idea of a basic “concept” for classics.’ We’ll also attend productions and discuss among others, in the original and to familiarize each script. In addition to teaching artistic and the journey from page to stage. This is not your themselves with the classical language. Two periods technical skills, this course will emphasize the parents Theatre class. No Plays Over 20 Years with discussion section. Students may register for importance of collaboration with the director and Old. Students will use critical thinking to analyze either THST 312 or JPN 312 and credit will be fellow designers. trends in contemporary theatre, and contrast and granted accordingly. compare contemporary events with the events in Prerequisite: None Prerequisite: JPN 232 or permission of the instructor. Distribution: Arts, Music, Theatre, Film, Video dramatic texts. We will incorporate our knowledge Distribution: Language and Literature Semester: Fall, Summer Unit: 1.0 into class projects, such as adaptations, research Semester: Fall Unit: 1.0 papers, or original plays. Guest artists from the THST 210 Echoes of the Homeland theatre world occasionally visit to illuminate other THST 315 Acting Shakespeare Hussey, Lopez, Roach perspectives. Arciniegas Have you ever wondered what is lost in the Prerequisite: None This course focuses on the study and practice of process of assimilation into American culture? In Distribution: Arts, Music, Theatre, Film, Video skills and techniques for the performance of scenes this interpretation class, students are introduced Semester: N/O Unit: 1.0 and monologues and the realization of theatrical to the literature of Latino, Celtic, and African characters from Shakespeare’s texts. Speeches and American cultures. Through prose, poetry, and THST 221 Introduction to Playwriting scenes will be performed for class criticism. The drama, stories and characters are brought to vivid Roach, Lopez class will be subdivided by instructor according to life. Students will hone their interpretive skills This course will teach basic playwriting skills skill levels. Students are expected to rehearse and while exploring issues of identity, immigration, implemented through in-class exercises and prepare scenes outside of class time. and the female experience. Material will be taken at-home writing assignments. This hands-on, Prerequisite: 203, 204, and 205 or permission of instructor from folklore, mainstream literature, and emerg- practical approach will require writing one short after audition. ing writers of today. Students will also have the play each week. Emphasis is on experimentation, Distribution: Arts, Music, Theatre, Film, Video opportunity to write about their “homeland” as innovation, risk taking, and process. A spirit of Semester: Spring Unit: 1.0 part of a final exercise. fun, innovation, and creativity will dominate this Prerequisite: None workshop format. Each class meeting will incor- THST 350G Research or Group Study Distribution: Arts, Music, Theatre, Film, Video porate reading student work aloud with commen- Prerequisite: Open by permission to qualified students. Semester: Fall Unit: 1.0 tary from the instructor and the class. Students Distribution: None will listen, critique, and develop the vocabulary to Semester: Fall, Spring Unit: 1.0 discuss plays, structure, story, and content. Each

205 Theatre Studies THST 350H Research or Individual Study Courses for Credit Toward Exchange and Study Abroad Prerequisite: Open by permission to qualified students. the Major Students majoring in theatre studies may elect to Distribution: None Semester: Fall, Spring Unit: 0.5 take at least one resident semester of concentrated AFR 222 Blacks and Women in American work in the discipline to supplement and enrich Cinema THST 351/JPN 351 Seminar. Theaters of Japan their work at Wellesley. They may attend the (in English) ARTS 165/CAMS 135 Introduction to Video National Theatre Institute at the Eugene O’Neill Morley Production Theatre Center, another institution in the Twelve The Tales of the Heike (Heike Monogatari), an College Exchange Program, or one of the many CAMS 101 Introduction to Cinema and Media London programs offering intensive study in their epic recounting the 12th century battles between Studies the Heike (Taira) and Genji (Minamoto) clans for discipline. On occasion a student may elect to dominance over the imperial court, has spawned CAMS 135/ARTS 165 Introduction to Video take a relevant course in the program at MIT. plays in almost every genre of Japanese theater. Production Some will be familiar with the story from anime CAMS 222 Gimme Some Truth: Documentary Honors as well. We will use this text and the themes that Film and Media appear to explore the performance arts of noh, The theatre program offers a variety of oppor- CHIN 244 Classical Chinese Theatre (in English) kyōgen, bunraku puppet theater, and kabuki. tunities for honors. After consultation with the Where possible we will view DVDs of the plays CLCV 202 Crisis, Drama, Classical Athens director, the candidate will devise a proposal that under discussion. Some of the major themes we incorporates both the academic and the practi- CLCV 210/310 Greek Tragedy: Plays, Politics, cal aspects of the thesis. Normally the candidate will be examining have shaped Japanese culture Performance into the modern period: loyalty and the code of completes the research and writing segment of the the warrior; Buddhism; the esthetic of pathos; ENG 223 Shakespeare Part I: The Elizabethan thesis in the first semester. In the second semester, Confucianism; and the significance of China. Our Period the candidate produces the practical/theatrical approach will be multiple, as we will be discussing component for public performance. Applicants ENG 224 Shakespeare Part II: The Jacobean for honors should have a minimum 3.5 GPA in performance texts and the differences between Period genres of theater, as well as the Heike themes and all work in the major field above the 100 level; the their manifestation in different periods of Japanese ENG 324 Advanced Studies in Shakespeare department may petition on her behalf if her GPA in the major is between 3.0 and 3.5. See Academic drama. Students may register for either THST 351 FREN 222 French Cinema or JPN 351 and credit will be granted accordingly. Distinctions. GRK 324 Sophocles Prerequisite: One course on theatre or on Japan. Distribution: Language and Literature or Arts, Music, PHIL 203 Philosophy of Art Theatre, Film, Video Semester: Spring Unit: 1.0 Requirements for the Major THST 353/JPN 353 Lady Murasaki and The Students majoring in Theatre Studies must take Tale of Genji (in English) a minimum of nine units. For students entering Morley Wellesley in the fall of 2009 or later these must NOT OFFERED IN 2011-12. Shortly after 1000 include THST 203 and either THST [220] or C.E., in the imperial court of Japan, Murasaki 215. For students who entered prior to fall of Shikibu, a court lady of middle rank, completed 2009, these must include THST 203 and either what is arguably the first novel in the history THST [220] or 215 or ENG 281.Two of the nine of world literature, The Tale of Genji. Who was must be at the 300 level. At least five of the nine she? How did she come to write a novel of such must come from within the theatre studies depart- surprising psychological subtlety? Who is the ment. The remaining four may be drawn from any hero? Why is he still appealing a millennium later? related department (see list above). Developments Focusing on The Genji and Murasaki’s diary, we in the theatre arts are a result of stage experi- examine the culture of the Heian court, Buddhist ments, and because the theatre performance is an beliefs, the esthetic of mono no aware (a beauty expression of theatre scholarship, it is expected evocative of longing), and the literature (poetry, that students planning a major in theatre will prose, and ladies’ diaries) of the court salons. elect to complement formal study of theatre with Films, plays, animation, and modern novels mod- practical experience in the extracurricular produc- eled on The Genji will also be discussed in class. tion program of the College Theatre and related No Japanese language required. Students may on-campus producing organizations. Students register for either THST 353 or JPN 353 and credit may also remain on campus over the summer or will be granted accordingly. Wintersession (depending on housing availability) Prerequisite: One course on Japan or by permission of the to gain experience with Wellesley Summer Theatre instructor. Company (the professional wing of the academic Distribution: Language and Literature department) for credit. All students are encour- Semester: N/O Unit: 1.0 aged to participate in 250 and 350 individual study offerings in order to pursue their particular THST 360 Senior Thesis Research area of theatrical interest. Prerequisite: By permission of department. See Academic Distinctions. Early consultation with the director is essential, Distribution: None because some of the relevant courses are not Semester: Fall, Spring Unit: 1.0 offered every year and careful planning is neces- sary. In addition to working with the director of THST 370 Senior Thesis the theatre program, students will be encouraged Prerequisite: 360 and permission of department. to consult with other members of the faculty Distribution: None familiar with the interdepartmental theatre major. Semester: Fall, Spring Unit: 1.0

206 Theatre Studies meaning given to gender as it intersects with race, Prerequisite: 108 [WOST 108], 120 [WOST 120], or a Department of Women’s class, ethnicity, and sexuality will be studied. This course on gender, migration, or globalization in anthropol- course also exposes some of the critiques made by ogy, history, sociology, political science. Not open to students and Gender Studies who have previously taken [WOST 206]. women’s studies’ scholars of the traditional aca- Distribution: Social and Behavioral Analysis Professor: Hertz A2, Reverby (Chair) demic disciplines and the new intellectual terrain Semester: Spring Unit: 1.0 currently being mapped. Associate Professor: Cheng A, Creef A Prerequisite: None. Not open to students who have previ- WGST 211/SOC 205 American Families and Adjunct Associate Professor: Marshall ously taken [WOST 120]. Social Equality Distribution: Language and Literature or Social and Assistant Professor: Galarneau, Mata McNeill Behavioral Analysis American families are undergoing dramatic Semester: Fall, Spring Unit 1.0 Visiting Lecturer: McNeill, Musto changes in social, political, and economic arenas: Women’s and Gender Studies is an interdisciplin- WGST 121 Reading Elvis Presley and 1950s the rise of the dual-worker family, the increasing ary field that places gender and its intersections America number of single mothers, the demands of family with race, social class, sexuality and ethnicity at Creef rights by gay and lesbian families, and the grow- the center of rigorous academic inquiry. These Some have argued that Elvis Presley was the great- ing numbers of couples having children at older structural forces shape the individual and collec- est cultural force in twentieth-century America. ages. The new economy poses real challenges for tive lives of all persons across diverse cultures and This course will consider the early career of Elvis American parents as the social and economic gaps times as well as provide analytical categories for Presley as a unique window for the study of race, between families continues. As women dedicate a critically examining the worlds in which we live. class, gender, and heteronormative sexuality in greater proportion of their time to the workplace, The Women’s and Gender Studies major offers postwar popular American culture. Specifically, we more children are cared for outside the home. particular attention to the lives and experiences will look at the blending of African American and How do children view parents’ employment? How of women and girls via the critical scholarship other forms of musical style in Presley’s music, the do families function when they have only limited of the humanities, sciences, and social sciences. representation of masculinity and sexuality across hours together? What does fatherhood mean in Department faculty endeavor to provide intel- a sampling of his films and television perfor- these families? Using a provocative blend of social lectually rich student-centered learning environ- mances, at key cultural film texts from the 1950s, science, novels, and memoirs, we will examine ments via limited class sizes, collaborative research and end with evaluating Presley’s lasting impact as how gender, race, ethnicity, and social class shape opportunities, and summer internship support. a unique icon in American cultural history. the experience of family life in the contemporary Goals for the Major United States. Students may register for either Prerequisite: None. Open only to first-year students. WGST 211 or SOC 205 and credit will be granted ••Studying “gender” within a critical and Distribution: Arts, Music, Theatre, Film and Video accordingly. theoretical interdisciplinary and cross-cultural Semester: Summer Unit: 1.0 framework. Prerequisite: None. Not open to students who have previ- WGST 205 Love and Intimacy: A Cross- ously taken [WOST 211]. ••Building specialized knowledge in one of the fol- Cultural Perspective Distribution: Social and Behavioral Analysis Semester: Spring Unit: 1.0 lowing concentrations: global feminism; families Musto and work; health care, science and bioethics; This course examines the system of meanings and gay/lesbian/transgender/sexuality studies; body WGST 212 Feminist Bioethics practices that evolved around notions of love and Galarneau politics; ethics and rights; gender and cinema; intimacy as well as their political significance. The public policy; intersectionalities of race, class, How would bioethics differ if it took seriously course seeks to demonstrate how these “private” the experiences and needs of women and other gender, and sexuality; and Asian American emotions and desires are embedded in social struc- women. marginalized social groups? This course engages tures such as gender, networks of kinship, class, the works of feminist theorists and practitioners in ••Learning how to craft a feminist critical inquiry race, ethnicity, and religion. How do intimate philosophy, religion, law, medicine, public health, framework. relations challenge patriarchy and heteronorma- and the social and biological sciences—works ••Benefiting from a unique capstone experience tivity? The course invites students to interrogate that develop more inclusive bioethical theories in their senior year where students can explore the public/private divide, examine both the and practices in the service of the health and well- a provocative topic in Women’s and Gender reproductive role in ideologies of love and inti- being of all persons and communities. Feminist Studies with either peers or a faculty member. macy, as well as their transformative potential. In bioethics is both critical and constructive in its demonstrating how “the personal is political,” this attention to moral frameworks, principles, norms, course also hopes to open possibilities for systemic WGST 108 The Social Construction of Gender and values related to the conditions for human transformation. Marshall health including health care’s professions, prac- This course discusses the ways in which gender is Prerequisites: 108 [WOST 108], 120 [WOST 120], or a tices, and institutions. Also addressed are gender, course on gender in anthropology, history, sociology, psy- race, and class disparities in health status, clinical socially constructed through social interactions chology, or political science. Not open to students who have and within social institutions. The relationship previously taken [WOST 205]. care, and biomedical research. among gender, race, ethnicity, and social class Distribution: Social and Behavioral Analysis Prerequisite: 108 [WOST 108], 120 [WOST 120], 222, will be stressed. The processes and mechanisms Semester: Fall Unit: 1.0 [WOST 222], or PHIL 249 or permission of instructor. Not that construct and institutionalize gender will be open to students who have previously taken [WOST 212]. WGST 206 Migration, Gender, and Distribution: Religion, Ethics, and Moral Philosophy considered in a variety of contexts: political, eco- Semester: Fall Unit: 1.0 nomic, religious, educational, and familial. Globalization Musto Prerequisite: None. Not open to students who have previ- WGST 214 Women and Health This course will explore the dimensions, debates, ously taken [WOST 108]. Galarneau Distribution: Social and Behavioral Analysis and histories which pertain to economic migra- NOT OFFERED IN 2011-2012. Semester: Spring, Summer Unit: 1.0 tion. Contemporary economic migration must This multidis- be placed within the context of globalization and, ciplinary course introduces a broad range of con- WGST 120 Introduction to Women’s and more specifically, the effects of neoliberal econom- cepts and issues related to contemporary women, Gender Studies ic policies (including “free trade” agreements) have health, and health care in the United States. Mata, McNeill, Musto had globally. Building on the work of feminist Conventional indicators of women’s health, recent Introduction to the interdisciplinary field of theorists who have argued that both neoliberal- research in economic inequality and poverty, and women’s and gender studies with an emphasis on ism and migration are gendered phenomena, the women’s health movement help us understand an understanding of the “common differences” we will focus our readings and discussions on women’s health status beyond simple morbidity that both unite and divide women. Beginning using gender as a critical category of analysis for and mortality. The course incorporates foci on with an examination of how womanhood has been understanding the ways in which globalization has reproductive health, relational violence, HIV/ represented in myths, ads, and popular culture, fundamentally altered wealth, production, and AIDS and mental health. the course explores how gender inequalities have movement throughout the world. Prerequisite: None. Not open to students who have previ- been both explained and critiqued. The cultural ously taken [WOST 214]. Distribution: Social and Behavioral Analysis Semester: N/O Unit: 1.0

207 Women's and Gender Studies WGST 216 Women and Popular Culture: look beyond just medical care to the social and ments. We will place these alongside critiques of Latinas as Nannies, Spitfres, and Sex Pots economic factors that have shaped the develop- race, nationalism, fundamentalism, and uneven Mata ment of the priorities, institutions, and personnel economic development, and will aim to articulate This course proposes an analysis of popular in the health-care system in the United States. We foundational questions about the relationship cultural productions and the ways in which they will ask how gender, race, and class have affected between power and sexual subjectivity. represent Chicanas and Latinas. Cultural produc- the kind of care developed, its differential delivery, Prerequisite: One 100-level course or permission of instruc- tions go beyond just entertaining an audience; and the problems and issues addressed. tor. Not open to students who have previously taken [WOST Prerequisite: 108 [WOST 108], 120 [WOST 120], 222 225]. they help to inform how we see ourselves and the Distribution: Social and Behavioral Analysis world around us. These productions often support [WOST 222], or by permission of instructor. Not open to students who have previously taken [WOST 220]. Semester: Fall Unit: 1.0 traditional stereotypes about marginalized groups. Distribution: Historical Studies The course will encourage students to question Semester: Spring Unit: 1.0 WGST 230 Female or Feminist: Women’s the ways in which Chicana/Latinas are reduced to Movements in U.S. History stereotypes that reinforce hierarchies of race and WGST 222 Women in Contemporary American Reverby gender. By critically reading popular productions Society NOT OFFERED IN 2011-2012. American as analyzable cultural texts, we will ask: How do Reverby women have been often been in the forefront of cultural productions perpetuate the “otherness” of NOT OFFERED IN 2011-12. This course exam- social change, while the organizational forms to Chicana/Latinas? What role does sexuality play in ines the transformations and continuities in the make this possible have shifted. This course exam- the representation of the Chicana/Latina subject? lives of women in the United States since World ines a variety of American “women’s movements” In what ways do cultural productions by Chicana/ War II. We will look critically at the so-called from female to feminist since the nineteenth Latinas resist/challenge negative images? “happy days” of the 1950s, the cultural and politi- century in a global context. The major focus of Prerequisite: None. Not open to students who have previ- cal “revolutions” of the 1960s and early 1970s, the course will be the recent past and what is often ously taken [WOST 216]. and the shifts in consciousness over the last five referred to as “second wave” feminism. Students Distribution: Social and Behavioral Analysis or Arts, Music, decades. The rise and changes in feminism and the will gain an historical understanding of how Theatre, Film, Video Semester: Spring Unit: 1.0 women’s movement will receive special attention. differing groups of women organized across and Emphasis will be placed on the differing commu- between class and racial lines, self-consciously as WGST 217 Growing Up Gendered nities of women and how they have balanced the “female,” and self-consciously as “feminist.” Marshall so-called “private,” “public,” and “civic” spheres of Prerequisite: Open to juniors or seniors who have taken one This course focuses on childhood and the teen their lives. WGST course. Prerequisite: None. Not open to students who have previ- Distribution: Historical Studies years in the United States. How do we become Semester: N/O Unit: 1.0 gendered? What are the experiences of children ously taken [WOST 222]. Distribution: Historical Studies or Social and Behavioral and teens in families, schools, and peer groups Analysis WGST 235 Cross-Cultural Sexuality that contribute to that process? What is the rela- Semester: N/O Unit: 1.0 tionship between pop culture and the gendered NOT OFFERED IN 2011-2012. This course will examine and explore sexuality from cross-cultural lives of children and teens? How does gendering WGST 223/CAMS 240 Gendering the Bronze perspectives, focusing on the production of sexual- vary by race/ethnicity and social class? We will Screen: Representations of Chicanas/Latinas ity in the context of different disciplines—litera- explore the core issues in the field, including the in Film ture, anthropology, history, and sociology. The importance of including the voices of children Mata course will address the intersections between sex- and teens, the ways in which gender is constructed The history of Chicanas and Latinas on the ual and sociocultural, political, and economic dis- in social interactions, the intersections of gender, big screen is a long and complicated one. To courses. How is sexuality constructed in relation sexuality and peer status, and the importance of understand the changes that have occurred in the to ideological, social, and political considerations? collective and individual agency. representation of Chicanas/Latinas, this course How are sexual “norms” established, circulated, Prerequisite: 108 [WOST 108] or 120 [WOST 120]. Not proposes an analysis of films that traces various and maintained in different cultures and at dif- open to students who have previously taken [WOST 217]. stereotypes to examine how those images have ferent historical junctures? What, if anything, Distribution: Social and Behavioral Analysis been perpetuated, altered, and ultimately resisted. Semester: Fall Unit: 1.0 constitutes sexual otherness in different cultures? From the Anglicizing of names to the erasure of How is this negotiated in a global economy and racial backgrounds, the ways in which Chicanas WGST 219 Gender in the Workplace how is it represented under variable conditions? and Latinas are represented has been contingent Marshall How do different descriptions of sexual behavior on ideologies of race, gender, class and sexuality. NOT OFFERED IN 2011-12. Women now interact with the discourses of identity politics and We will be examining how films have typecast make up almost half of the U.S. workforce; 75 queerness as constituted in the United States? Chicanas/Latinas as criminals or as “exotic” percent of employed women work full-time and based on their status as women of color, and how Prerequisite: 108 [WOST 108], 120 [WOST 120], or 222 62 percent of mothers of infants are employed. [WOST 222]. Not open to students who have previously Chicano/Latino filmmakers continue the practice This course explores the experiences of women taken [WOST 235]. of casting Chicanas/Latinas only as support and men in the changing U.S. workplace. The Distribution: Historical Studies or Language and Literature characters to the male protagonists. Students may Semester: N/O Unit: 1.0 course will address key issues related to gender, register for either WGST 223 or CAMS 240 and race and class in the workplace, with a focus on: credit will be granted accordingly. WGST 240 U.S. Public Health: Theory and the social organization of work—the nature of Practice work, division of labor, social inequality—and its Prerequisite: None. Not open to students who have previ- ously taken [WOST 223]. Galarneau consequences for women and men; and gendered Distribution: Arts, Music, Theatre, Film, Video Two decades ago the Institute of Medicine defined organizations and processes of gender discrimina- Semester: Fall Unit: 1.0 public health as “what we as a society do collec- tion, including sexual harassment. tively to assure the conditions in which people can Prerequisite: 108 [WOST 108], 120 [WOST 120], or WGST 225 Politics and Sexuality be healthy.” Focused on population/community SOC 102. Not open to students who have previously taken McNeill health, health disparities, and the social inequali- [WOST 219]. This interdisciplinary course will provide an over- Distribution: Social and Behavioral Analysis ties underlying these disparities—namely social Semester: N/O Unit: 1.0 view of the key texts, topics, debates, and politics divisions by gender, class, race/ethnicity, sexual that inform the field of sexuality studies. Students identity, and age, public health is philosophically WGST 220 American Health-Care History in will use critical thinking skills to discern how rooted in a commitment to social justice. This Gender, Race, and Class Perspective gender and sexuality inform social, political and course attends to US public health history, epi- Reverby historical ways of knowing and being. Because this demiology, ethics, and law; also to public health’s Traditional American medical history has empha- field of inquiry has developed within the context government infrastructure, services, and core sized the march of science and the ideas of the of many different movements for social change, functions including policy-making. Relationships “great doctors” in the progressive improvement we will be discussing sexuality with respect to its between public health, medicine, and health care in American medical care. In this course, we will intersections with feminist and LGBTQ (lesbian, will be explored as will the roles of private play- gay, bisexual, transgender and queer) move-

208 Women's and Gender Studies ers (NGOs, industry, academia). Topics include family and gender equity; (3) the struggle to inte- WGST 313 Fieldwork in Women’s and chronic and infectious diseases, global health, grate women into male-dominated occupations Gender Studies violence, bioterrorism, and environmental health. and professions; and (4) the challenges for women Staf Prerequisite: Not open to first-year students in leadership roles. The second half of the course This is a supervised, independent fieldwork project Distribution: Social and Behavioral Analysis will focus on women as critical to the “new” global resulting in a research paper, documentary, policy Semester: Fall Unit: 1.0 workforce in selected regions. We will discuss: (1) initiative, creative arts presentation, or other women’s migration and domestic work; (2) the research product. This project, developed in con- WGST 249/CAMS 241 Asian American Women paradox of caring for others while leaving one’s junction with a WGST faculty, will have a signifi- in Film children behind; (3) women in global factories; cant experiential component focusing on women’s Creef and (4) women’s activism in their home commu- lives and/or gender. Topics should be part of the NOT OFFERED IN 2011-2012. This course will nities. Students may register for either WGST 306 or student’s area of concentration. Students may (1) serve as an introduction to Asian American film SOC 206 and credit will be granted accordingly. work in an organization, (2) work with activists and video, and begin with the premise that there Prerequisite: Priority will be given to sociology or women’s or policy makers on social change issues or social is a distinct American style of Asian “Orientalist” and gender studies majors/minors who have taken at least policy issues, or (3) design their own fieldwork representation by tracing its development in two courses at the 200 level in their respective major. experience. classic Hollywood film over the last 75 years. We Permission of instructor is required for all other students. examine the politics of interracial romance, the Not open to students who have previously taken [WOST Prerequisite: Open to majors or minors only. Not open 306]. to students who have previously taken [WOST 313]. phenomenon of the “yellow face” masquerade, Distribution: Social and Behavioral Analysis Permission of Instructor Required. and the different constructions of Asian American Semester: Fall Unit: 1.0 Distribution: Social and Behavioral Analysis femininity, masculinity, and sexuality. In the sec- Semester: Fall, Spring Unit: 1.0 ond half of the course, we look at the production WGST 311/SOC 311 Seminar. Family and of what has been named “Asian American cinema” Gender Studies: The Family, the State, and WGST 314 Seminar. Global Feminisms where our focus will be on contemporary works, Social Policy Musto drawing upon critical materials from film theory, Hertz This seminar is structured as a critical engage- feminist studies, Asian American studies, history, Analysis of problems facing the contemporary ment with the notion of “global feminism” with and cultural studies. Students may register for U.S. family and potential policy directions for the particular focus on the subject of “sex trafficking.” either WGST 249 or CAMS 241 and credit will be new decade of this millennium. Discussion of the It starts with an examination of some key feminist granted accordingly. transformation of the American family includ- concerns and debates—feminist epistemology, ing changing economic and social expectations issues of representation, agency and subjectivity, Prerequisite: None for parents, including the impact of work on the Distribution: Arts, Music, Theatre, Film, Video capitalism and patriarchy post-colonialism and Semester: N/O Unit: 1.0 family, equality between spouses, choices women make about children and employment, daycare nationalism, globalization, development, and and familial care giving, welfare, and the new migration. With a grasp of these analytical tools WGST 250 Research or Individual Study American dreams will be explored. Expanding and issues, we move on to examine the forma- Prerequisite: Open to juniors and seniors who are majors or family forms (i.e. single mothers by choice, adop- tion of transnational women’s movements that minors by permission. tive families and lesbian/gay families) and the has mobilized around women’s human rights. Distribution: None confusion surrounding genetic and social kin- In the last part, we will see why and how “sex Semester: Fall, Spring Unit: 1.0 ship in the U.S. will be emphasized as examples trafficking” has become the convergent point of of legislative reform. Finally, welfare and teen feminist debates, and the policy implications these WGST 250H Research or Individual Study pregnancy will also be examined as part of govern- ment incentives and policy reform. Comparisons differences and politics are having on the lives of Prerequisite: Open to juniors and seniors who are majors or women around the world. minors by permission. to other contemporary societies will serve as a Distribution: None foil for particular analyses. Students will learn Prerequisite: Open to juniors/seniors who have taken any Semester: Fall, Spring Unit: 0.5 several types of methodologies through course course on gender, race, or sexuality. assignments. Student groups will also produce an Distribution: Social and Behavioral Analysis Semester: Fall Unit: 1.0 WGST 305 Seminar. Representations of original social policy case. Students may register for Women, Natives, and Others either WGST 311 or SOC 311 and credit will be granted accordingly. WGST 317 Seminar. History of Sexuality: Creef Prerequisite: One 200-level course in family or gender in Queer Theory NOT OFFERED IN 2011-2012. A feminist cul- SOC, ANTH, HIST, POL, PSYC or WGST [WOST], or McNeill tural studies approach to the comparative histories by permission of instructor. Not open to students who have This course will cover terms, concepts, and writers and theories of the representation of race, class, previously taken [WOST 311]. central to the elaboration of queer theory. We will sexuality, and gender in visual culture. We will Distribution: Social and Behavioral Analysis begin by situating the concerns of queer theory look comparatively at Native American, African Semester: Fall Unit: 1.0 within the historical development of lesbian, gay, American, Chicana/Latina, and Asian American/ bisexual, and transgender movements for social Pacific Islander men and women in film, photogra- WGST 312 Capstone Seminar. Feminist change around the world, and within institutional phy, performance, and installation art. The course Inquiry contexts, including those of higher education. We examines both dominant historical modes of repre- Marshall will read some of the works that have come to be sentation of cultural others in the U.S., in colonial/ Topic for 2011-12: Feminist Roundtable. This is framed by the rubric of queer theory, including postcolonial contexts, and at contemporary modes a multi-disciplinary roundtable that aims to pro- those works by Foucault, Warner, Jagose, and of oppositional self-representation as a form of vide a forum for students and faculty to explore, Butler, and, more generally, works produced cultural critique and theoretical “writing back.” discuss, and debate the different narratives, under the aegis of cultural studies, anthropology, approaches, and methodologies of feminist schol- Prerequisite: None. Not open to students who have previ- history, literary studies, philosophy, performance ously taken [WOST 305]. arship. Faculty and guest speakers from a range of studies, and gender and sexuality studies. Through Distribution: Arts, Music, Theatre, Film, Video or Language disciplines will join students to jointly interrogate film, visual art, literature, and theoretical essays, and Literature the history, present, and future of feminist theory Semester: N/O Unit: 1.0 students will be asked to engage with questions of and feminist praxis. A theme will be selected every intersectionality, intersubjectivity, governmentality year as a platform to examine notions of agency, WGST 306/SOC 306 Seminar. Women and power that are raised by this theoretical line resistance, coalition, justice, and social transforma- and Work of inquiry. tion, for example. The roundtable is designed to Hertz facilitate learning by provoking debates and inves- Prerequisite: Open to juniors and seniors who have taken The biggest force for change in the U.S. economy any course on gender, race, or sexuality. Not open to students tigating differences, propelling students to find who have previously taken [WOST 317]. has been the growing diversity of the American their own voice amidst the diversity of feminist labor force. The first half of the course emphasizes Distribution: Epistemology and Cognition or Social and thought and approaches. Behavioral Analysis the impact of gender and racial diversity on the Prerequisite: Open to WGST Seniors and WGST juniors/ Semester: Spring Unit: 1.0 nature of work in America. We will discuss four minors or by permission of instructor. key aspects: (1) the dynamics of gender and race Distribution: Social and Behavioral Analysis in the workplace; (2) the tensions between work/ Semester: Spring Unit: 1.0

209 Women's and Gender Studies WGST 321 Seminar. Gender Justice and WGST 340 Global Health ECON 243 The Political Economy of Gender, Health Policy Galarneau Race, and Class Galarneau This seminar explores global/international health ECON 343 Seminar. Feminist Economics Various understandings of justice vie for domi- from its historical origins to its contemporary nance in contemporary health policy debates, expressions. In 2012 we will focus on a close EDUC 312 Seminar. History of Childhood and especially debates about health-care reform and examination of the recently revised Textbook Child Welfare universal access to health care. Yet, “just” health in International Health, 3rd edition (Birn et al. ENG 121 Jane Austen’s Novels care is not limited to reform discussions or to 2009). This classic work offers a political economy distributive notions of justice that typically ignore perspective that expands the disease-oriented, ENG 269 Asian American Literature social structures (gender, race, class, culture, biomedical model of global health to engage the ENG 272 The Nineteenth-Century Novel citizenship), social processes (decision-making, social determinants and disparities of population ENG 286/AMST 286 New Literatures. Topic for division of labor) and social contexts (poverty, and individual health. In the absence of a global 2011-12: Twentieth- and Twenty-first-Century unequal risk for poor health). This seminar health infrastructure we will attend particularly to American Gay and Lesbian Literature explores multiple constructions of justice drawn the role of the U.S. in shaping global health (past from moral and political philosophy, religious and present) as well as to the infuences of gender, ENG 383 Women in Literature, Culture, and social ethics, and Catholic social thought (feminist culture, nationality, and related social structures. Society. Topic for 2011-12: George Eliot and Her and otherwise). Social, participatory, and distribu- Prerequisite: Senior or junior standing plus at least one of Readers tive justices are examined as normative guides for the following: 212, 214, 220, 240, 321 or permission of EXTD 106 Women in Science: Their Lives and instructor. health and health care policies intended to meet Work the health-care needs of all persons. Distribution: Social and Behavioral Analysis Semester: Spring Unit: 1.0 Prerequisite: Open to juniors or seniors who have taken 108 FREN 208 Women and Literary Tradition [WOST 108], 120 [WOST 120], or 212 [WOST 212], or FREN 216 Mothers and Daughters with permission of instructor. Not open to students who WGST 350 Research or Individual Study have previously taken [WOST 321]. Prerequisite: Open to juniors and seniors who are majors or FREN 313 George Sand and the Romantic Distribution: Religion, Ethics and Moral Philosophy minors by permission. Theater Semester: Spring Unit: 1.0 Distribution: None Semester: Fall, Spring Unit: 1.0 FREN 319 Women, Language, and Literary WGST 324 Seminar. History, Memory, and Expression Women’s Lives WGST 350H Research or Individual Study FREN 327 A Fascination with Bodies: The Reverby Prerequisite: Open to juniors and seniors who are majors or Doctor’s Malady If a woman speaks of her experiences, do we get minors by permission. FREN 331 Desire, Sexuality, and Love in African closer to the “truth” of that experience? How Distribution: None Semester: Fall, Spring Unit: 0.5 Francophone Cinema can oral history provide a window into the lives of women in the past and what does it close GER 245 Radicals, Decadents, and New Women: WGST 360 Senior Thesis Research off? Analysis of methodological and theoretical Literature, Culture, and Society in Weimar implications of studying women’s lives through Prerequisite: By permission of the department. See Academic Germany, 1918-1933 (in English) Distinctions. oral histories as a way to end the silences in other Distribution: None GER 329 Men Writing Women? Readings in historical forms. Special attention to be paid to Semester: Fall, Spring Unit: 1.0 Eighteenth- and Early Nineteenth-Century other genres—history, fiction, ethnographies—as Literature a foil to explore the strengths, and limitations, of WGST 370 Senior Thesis GER 345 Radicals, Decadents, and New Women: the oral-history approach. Prerequisite: 360 and permission of department. Prerequisite: 108 [WOST 108], 120 [WOST 120], 222 Distribution: None Literature, Culture, and Society in Weimar [WOST 222] or HIST 257. Not open to students who have Semester: Fall, Spring Unit: 1.0 Germany, 1918-1933 previously taken [WOST 324]. HIST 215 Gender and Nation in Latin America Distribution: Epistemology and Cognition or Historical Studies Courses for Credit Toward HIST 243 Gender and Sexuality in Twentieth- Semester: Fall Unit: 1.0 the Major Century Europe WGST 326 Seminar. Crossing the Border(s): HIST 257 Women, Gender, and the Family in AFR 212 Black Women Writers Narratives of Transgression American History Mata AFR 222 Blacks and Women in American HIST 293 Changing Gender Constructions in This course examines literatures that challenge Cinema the Modern Middle East the construction of borders, be they physical, AMST 286/ENG 286 New Literatures. Topic for HIST 301 Seminar. Women of Russia: A Portrait ideological, or metaphoric. The theorizing of the 2011-12: Twentieth- and Twenty-first-Century Gallery border, as more than just a material construct American Gay and Lesbian Literature used to demarcate national boundaries, has had a ITAS 212/CAMS 224 Italian Women Directors: profound impact on the ways in which Chicana/ AMST 315 Beats, Rhymes, and Life: Hip-Hop The Female Authorial Voice in Italian Cinema Studies Latinas have written about the issue of identity ITAS 274 Women in Love: Portraits of Desire in and subject formation. We will examine how the ANTH 238 The Vulnerable Body: Italian Culture roles of women are constructed to benefit racial Anthropological Understandings and gender hierarchies through the policing of JPN 111 Gender and Popular Culture of Japan ARTH 230 Frank Lloyd Wright and the American borders and behaviors. In refusing to conform (in English) Home to gender roles or hegemonic ideas about race or JPN 353/THST 353 Lady Murasaki and The Tale sexuality, the Chicana and Latina writers being ARTH 245 House and Home: Domestic of Genji (in English) discussed in the course illustrate the necessity of Architecture, Interiors, and Material Life in North crossing the constructed boundaries of identity America, 1600-1900 KOR 256 Gender and Language in Modern Korean Culture (in English) being imposed by the community and the greater CAMS 203/CHIN 243 Chinese Cinema (in national culture. English) MUS 224/REL 224 Hildegard of Bingen Prerequisite: 108 [WOST 108], 120 [WOST 120], and MUS 222/322 Music, Gender, and Sexuality a 200 level WGST [WOST] course, or by permission of CHIN 232/332 Writing Women in Modern instructor. Not open to students who have previously taken China (in English) PHIL 217 Philosophy of Science: Traditional and [WOST 326]. Feminist Perspectives Distribution: Language and Literature CHIN 243/CAMS 203 Chinese Cinema (in Semester: Spring Unit: 1.0 English) PHIL 249 Medical Ethics CLPT 334 Literature and Medicine

210 Women's and Gender Studies POL1 324S Seminar. Gender and Law at the 100 level are introductions to topics in Women’s and Gender Studies. They are taught The Writing Program POL1 330S Seminar. Race, Gender, and from the perspective of each faculty member’s Director: Velenchik Representation specialty. Courses at the 200 level are overviews to POL2 301S Seminar. Gender, Islam, and Politics substantive areas. Courses at the 300 level provide Senior Lecturer: Schwartz, Viti, Wood in-depth examination of material covered in 200- POL2 307S Lecturer: Armstrong, Brubaker, Johnson Seminar. Women and Development level courses. Students majoring in women’s and Visiting Lecturer: Lederman POL3 322S Seminar. Gender in World Politics gender studies must elect four of the nine units in Writing is central to academic life at Wellesley POL4 344S Seminar. Feminist Political Theory such a way that they form a “concentration,” i.e., have a focus or central theme in common. Such and will continue to play an important role in REL 209 Women, Sexuality, and Patriarchalism in concentration should include relevant method most students’ lives after they graduate, whether the New Testament and theory units in the area of concentration, and they choose majors in the sciences, the social sci- ences, or the humanities. WRIT 125 provides a REL 224/MUS 224 Hildegard of Bingen must be discussed with and approved by a wom- en’s and gender studies faculty advisor. Priority in common introductory experience in college-level REL 225 Women in Christianity all courses above the 100 level will go to majors thinking and writing for all students at Wellesley REL 226 The Virgin Mary and minors. Students selecting 300-level courses and is also assumed to provide the base for writing must have one course listed in the department. assigned in later courses. WRIT 125 courses are REL 243 Women in the Biblical World taught by faculty from many departments as well The Capstone Experience in Women’s and as by a team of writing professionals; all WRIT REL 323 Seminar. Women Theologians on Jesus, Gender Studies 125 faculty view writing as an important part of Gender, and the Earth All majors will be required to select a capstone their own professional lives and are committed to experience, with the guidance of their advisor, SOC 209 Social Inequality: Class, Race, and helping Wellesley students learn to use writing as a from the following three options offered in 2011- Gender powerful tool of thought and expression, a way to 2012. Students should begin to think about which SOC 233 Gender and Power in South Asia gain entrance to public discourse. option would best fit their concentration when SOC 234 Gender and International Development they declare the major. They must declare their All WRIT 125 courses have the primary goal of helping students establish a useful writing SOC 309 Critical Intersections: Race, Class, option by the end of their junior year. process, from developing ideas through revi- Gender, and the Nation Option 1: WGST 312 [WOST 312] Seminar. sion. All sections provide instruction in analysis Feminist Inquiry. Each year the seminar will be a SPAN 260 Women Writers of Spain, 1980 to the and interpretation, in argument and the use of different special topic. For 2011-2012, the topic is Present evidence, in the development of voice, and in the “Feminist Roundtable.” SPAN 271 Intersecting Currents: Afro-Hispanic conventions of academic writing, including writ- Option 2: WGST 313 [WOST 313](Fieldwork in and Indigenous Writers in Latin American ing from sources. Students may choose to take a Women’s Studies). Literature standard WRIT 125 course (meeting two periods Option 3: WGST 360/370 [WOST 360/370] a week and addressing a small, well-defined topic SPAN 279 Jewish Women Writers of Latin (Senior Thesis). related to the instructor’s expertise), or to study America writing as part of an introductory course in Option three is the traditional senior honors another department. (These “combined courses” SPAN 327 Seminar. Latin American Women thesis which requires two units during the senior are designated with a slash in the course title; all Writers: Identity, Marginality, and the Literary year. See Academic Distinctions in this catalog for carry one unit of credit, fulfill distribution and/ Canon requirements. A thesis does not need to have an or major requirements, and meet for at least three experiential component, but typically it is based THST 212 Representations of Women on Stage periods each week.) on some original research. Option 2 must involve THST 353/JPN 353 Lady Murasaki and The Tale an experiential component. All students are required to take WRIT 125 in of Genji (in English) either the fall or spring semester of their first year Requirements for the Minor at Wellesley. Students who lack confidence in their Requirements for the Major writing are advised to select one of the sections A minor in Women’s and Gender Studies consists designated for underconfident writers (12, 13, 14, A major in Women’s and Gender Studies offers of five courses, of which one must be chosen from 20 in semester I). Sections 10 and 11, designated an opportunity for the interdisciplinary study of among 108, 120, or 222, and of which one must 125P, are reserved for students who have chosen to women from the perspectives of the humanities, be a 300-level course (not 350 or 350H) offered enroll in the Wellesley Plus Program. sciences, and social sciences. Women’s and Gender within the department. A total of at least three Studies majors seek an understanding of the new Students who wish to pursue the study of writ- courses must be taken within the women’s and ing beyond WRIT 125 may select WRIT 126 or intellectual frameworks that are reshaping thought gender studies department. Minors must devise a about the meaning and role of gender in human WRIT 126H (full- or half-unit tutorial for stu- three-course “concentration” (see above) in consul- dents who need more help with writing), WRIT life. Majors pursue knowledge of gendered experi- tation with a women’s and gender studies faculty ences in diverse cultures and across time, examin- 225 (nonfiction writing), WRIT 290 (advanced advisor (the chair or any of the four women’s and research writing), or independent study in writ- ing the ways in which race, social class, sexuality, gender studies faculty members). Not more than and ethnicity are constitutive of that experience. ing (WRIT 250 for a full-unit or WRIT 250H one unit can be a 100-level course. for a half-unit of credit) with a member of the A major in Women’s and Gender Studies requires Writing Program staff. Students should also be nine units taken both within the department and Honors aware that many courses at Wellesley are taught through the related courses taught in other depart- writing intensively, offering the opportunity to ments. Of these, two units must be 300-level The only route to honors in the major is writing study writing as part of their disciplinary study. courses (not counting 350, 350H, 360, or 370). a thesis and passing an oral examination. To be Students wishing to pursue coursework in creative Not more than two units can be 100-level courses. admitted to the thesis program, a student must writing should consult the English department Students are encouraged to enter the department have a grade point average of at least 3.5 in all course listings. through one of the three core units: WGST work in the major field above the 100 level; the department may petition on her behalf if her GPA PLEASE NOTE: Students may not take a second 108 [WOST 108] (The Social Construction of semester of WRIT 125 unless they have the Gender), WGST 120 [WOST 120] (Introduction in the major is between 3.0 and 3.5. See Academic Distinctions. written consent of the director of the Writing to Women’s Studies), or WGST 222 [WOST 222] Program. (Women in Contemporary American Society). Majors must take one of these units as a required Advanced Placement Policy course. Apart from this one required unit (108, 120 or 222), majors must elect at least three other Women’s and Gender Studies does not allow stu- units offered within the Women’s Studies depart- dents to count AP credits towards the fulfillment ment, of which one should be a seminar. Courses of the major or minor.

211 The Writing Program Semester I financial crisis of 2008, an evaluation of President WRIT 125P 11 The Wire and the American City Obama’s economic stimulus program, and the Viti (The Writing Program) cases for and against a substantial increase in The acclaimed HBO television seriesThe Wire has WRIT 125 01, 02/ENG 120 Critical federal gas taxes. We will leave ample time to Interpretation opened up a new avenue for scholars, urban com- discuss what is happening in economic news dur- munity members, and everyday viewers to con- Hickey, Shetley (English) ing the semester. This course satisfies the WRIT 125 sider the complex problems of the contemporary A course designed to increase power and skill in requirement and counts as a unit toward the major American city. In this course, we will look at the critical interpretation by the detailed reading of in Economics. Includes a third session each week. rich array of new writing by sociologists, legal ana- poems and the writing of interpretive essays. This Mandatory credit/noncredit. lysts, and political scientists in relation to selected course satisfies both the WRIT 125 requirement and Prerequisite: International Baccalaureate credit in Economics episodes of The Wire. Required readings from the critical interpretation requirement of the English (a score of 5, 6, or 7) or Advanced Placement credit (a score authors, including Randall Kennedy, Geoffrey major. Includes a third session each week. of 5) in Microeconomics and/or Macroeconomics, and by permission of the instructor. Canada, William Julius Wilson, Kurt Schmoke, Prerequisite: None David Simon, and William Bennett as well as Distribution: Language and Literature Distribution: Social and Behavioral Analysis Semester: Fall, Spring Unit: 1.0 Semester: Fall Unit: 1.0 screenings of The Wire will serve as a springboard for argument and writing. This course emphasizes WRIT 125 03/ARTH 100 Introduction to the WRIT 125 09 The Making of the Modern Self: both writing and research skills. A third class ses- History of Art Part I: Ancient and Medieval Art Writing and Identity from the Middle Ages to sion each week will be devoted to technical aspects of Bedell (Art) the Twentieth Century writing, and there will be an additional research and A broad multicultural survey of the art of the Southerden (Italian) computing lab taught by Writing Program faculty ancient and medieval worlds. This team-taught What do we understand by the term “selfhood,” and Clapp Library staf. The course will provide course focuses upon major monuments and and especially the “modern self’?” Can, or should, extra academic support to students who desire inten- masterpieces, including the Egyptian pyramids, we think of the “birth” of the “modern self” as sive preparation for the demands of writing at the the temples and sculptures of Greece and Rome, having occurred in a specific historical period? If college level. Registration in this section is restricted the Buddhist shrines of India, the painted scrolls so, when? What techniques do writers use to bring to students selected for the Wellesley Plus Program. of China and Japan, the mosques of the Islamic that self into being and what infuences—histori- Mandatory credit/noncredit. Near East, and the Gothic cathedrals of Europe. cal, cultural, philosophical, psychological, and Prerequisite: None Students in this section of ARTH 100 will attend linguistic—help to shape it? Are literature and Distribution: None the same twice-weekly lectures as the other ARTH writing primarily a means of self-expression or Semester: Fall Unit: 1.25 100 students, but their assignments will be differ- self-creation? This course will explore questions WRIT 125 12, 20 Wellesley and the World ent, and they will attend two special WRIT 125 such as these through writing assignments focused Johnson (The Writing Program) conferences each week. Through writing about art, around the close-reading of selected texts from Wellesley’s mission is to educate “women who will students in 100/125 will develop skills in visual the great works of world literature that contribute make a difference in the world.” In this course, we and critical analysis. This course satisfies the WRIT to the debate about the origins and development will study Wellesley’s place in the world, particu- 125 requirement and counts as a unit toward the of the self, including those by Dante, Petrarch, larly its role in the history of American education, major in Art History, Architecture, or Studio Art. Shakespeare, Montaigne, Joyce, and Woolf. Prerequisite: None collegiate athletics, women’s rights, and politics Prerequisite: None and diplomacy. We will also study the world that Distribution: Arts, Music, Theatre, Film, Video Distribution: None Semester: Fall Unit: 1.0 Semester: Fall Unit: 1.0 is Wellesley, with special emphasis on the College’s historic buildings and unique landscape archi- WRIT 125 07/CAMS 115 Hitchcock, Auteur WRIT 125P 10 The Maternal in Film tecture. This section is appropriate for students who Wood (The Writing Program) Wood (The Writing Program) have not done much writing in high school or who What is it that draws filmmakers, critics, writ- Film theorist MaryAnn Doane observes that “in lack confidence in their writing. Mandatory credit/ ers, and scholars back to the films of Alfred Western culture, there is something obvious about noncredit. Hitchcock, time and time again? What shots the maternal, which has no counterpart in the Prerequisite: None and frame compositions tempt filmmakers to paternal”—and whatever it is that is obvious about Distribution: None imitation and homage? What narrative themes motherhood is represented and played out in Semester: Fall Unit: 1.0 seduce critics? What paradoxes puzzle scholars and countless films. In this course, we will test Doane’s WRIT 125 13 Argument in Action writers? To what extent is Hitchcock the master claim, examining multiple versions of “the Lederman (The Writing Program) of his own films—in the words of film theorists, mother” in Hollywood cinema, both classic and The language of academic writing—at least in the an auteur as much as a director? To what extent contemporary. Among the motherly archetypes Western university—is the language of argument. did he collaborate with others—screenwriters, we will consider are: the self-sacrificing mother A master of argument will be able to think, write composers, actors, cinematographers, and yes, his of ’40s melodrama, the monstrous mother of the and even read more effectively in any course. This own wife and daughter—to produce enduring ’50s, women-who-could-never-be-mothers of film class will apprentice students into the language works of art? In reading, viewing, analyzing, and noir, the absent mother of the ’80s and ’90s, and of (Western) argument by introducing them to writing about films from all periods of Hitchcock’s (possibly), as we investigate race and immigration its many appearances in both everyday life (film, working life, this course will use these questions to issues, mother as “other.” Writing assignments will television, advertisements, blogs) and in scholarly shape our understanding of film and film theory. ask students to analyze films using the techniques work. Through critique of others’ arguments This course satisfies the WRIT 125 requirement and of film analysis to be taught in the course.A third we will learn the deeper nuances of creating our counts as a unit toward the major in Cinema and class session each week will be devoted to technical own. We will learn the common components of Media Studies. Includes a third session each week. aspects of writing, and there will be an additional research and computing lab taught by Writing all arguments, the mastery of which will make Prerequisite: None us stronger writers, thinkers, and problem solv- Distribution: Arts, Music, Theatre, Film, Video Program faculty and Clapp Library staf. The course Semester: Fall Unit: 1.0 will provide extra academic support to students who ers, both in school and in our professional and desire intensive preparation for the demands of writ- personal lives. For students who speak English as an WRIT 125 08/ECON 104 Contemporary ing at the college level. Registration in this section is additional language (ofered in Spring 2012 without Economic Issues restricted to students selected for the Wellesley Plus this designation). Mandatory credit/noncredit. Velenchik (The Writing Program and Economics) Program. Mandatory credit/noncredit. Prerequisite: None This course is intended for students entering Prerequisite: None Distribution: None Wellesley with a background in economics at Distribution: None Semester: Fall, Spring Unit: 1.0 the level of AP or IB courses. We will use the Semester: Fall Unit: 1.25 WRIT 125 14 Great Debates in Education basic principles of economics to analyze, and Lederman (The Writing Program) write about, current economic events and policy Education is such an ubiquitous part of our lives, questions. Topics will include how moral hazard we rarely have the chance to refect upon its pur- and asymmetric information contributed to the poses—what we hope to get from it, and what we

212 The Writing Program most fear about it—especially while we are still in WRIT 125 25 Music and the Ineffable: Writing WRIT 125 29 Watching the Supreme Court school. Education scholars have debated questions (about) Sound Viti (The Writing Program) about the foundations of education for centuries. Johnson (Music Department) In this course, students will read and write about “Should education be for the elite or open to all?” How do we write about music? Its very essence landmark United States Supreme Court opinions, “Should education prepare students for a voca- seems to defy the boundaries of communicative and in doing so, locate important themes and tion or seek to liberate the mind?” More recently, language. Comprised of vibrations and resonances, trends in the Court’s decisions, beginning with the “What is the role of standardized language in musical sounds can leave us feeling “breathless,” power of judicial review in Marbury v. Madison, education?” and “Who truly benefits from the “speechless,” and emotional without exactly know- and jumping ahead to more recent decisions about answers to these questions?” Through the works of ing why. Scholars typically address this problem the Fourteenth Amendment and equal educa- Freire, Du Bois, Delpit, and others we will investi- by writing around music: deconstructing lyrics, tional opportunity (Brown v. Board of Education), gate these crucial questions. For students who speak locating historical significances, or employing the privacy rights (Griswold v. Connecticut and Roe v. English as an additional language (ofered in Spring technical languages of music theory or acoustics. Wade), executive privilege (U.S. v. Nixon), and 2012 without this designation). Mandatory credit/ Yet actual experiences of hearing are far more dif- federalism (Bush v. Gore). We will also read and noncredit. ficult to render in words, and it is precisely this analyze essays and reports by journalists and legal Prerequisite: None challenge that we will undertake in this course. scholars who comment on the Supreme Court, Distribution: None We will observe how some of the most eloquent including Laurence Tribe, Bob Woodward, Nina Semester: Fall, Spring Unit: 1.0 writers have dealt with conveying music’s powers Totenberg, Jeffrey Rosen, and Jeffrey Toobin. in text, and we will develop our own methods for WRIT 125 16 Hamlet: Poem Unlimited Prerequisite: None writing about that which philosopher Vladimir Distribution: None Cain (English) Jankélévitch once called “ineffable”—beyond Semester: Fall Unit: 1.0 The topic for this course will be Shakespeare’s words. Hamlet—the greatest of all plays, a towering WRIT 125 30 A People’s History of the English artistic achievement that is as vital and provocative Prerequisite: None Distribution: None Language as ever and open to endless inquiry. We will study Semester: Fall Unit: 1.0 Sergi (English) the text intensively; enjoy and examine a number Students will hone their language skills in this of film adaptations; survey treatments of the play WRIT 125 26 The Novels of Jane Austen course by researching how our language came to by major critics, intellectuals, philosophers, and Meyer (English) be. We will approach language change not as the psychologists of the past (e.g., Samuel Taylor Students will read a selection of the great novels evolution of a single standard English, but as the Coleridge, A.C. Bradley, Sigmund Freud); and of Jane Austen and use her work to learn skills broader (and often messier) development of multi- explore the play’s fascination and importance for for the close reading of fiction in general. We will ple Englishes, often in contention with each other. contemporary scholars and literary theorists (e.g. study the details of Austen’s fictional technique. We will approach history backwards, so that we René Girard, Harold Bloom). From what perspective are the novels told? How can locate ourselves and our own dialects (there Prerequisite: None does the author reveal her attitudes toward her will be many different ones in our classroom) Distribution: None characters? At the same time we will consider within that global sense of language change. Semester: Fall Unit: 1.0 the broader questions raised by the novels. What Across many centuries, we will look to the dialects values motivate Austen’s fiction? How does she that didn’t make it into standard rulebooks, and at WRIT 125 18 New Voices in American Fiction comment on the larger social and historical scene? the standards that aren’t so standard anymore. Schwartz (The Writing Program) What are her views on such issues as slavery or the In this course, we will read the stories and novels Prerequisite: None proper role of women? Mandatory credit/noncredit. Distribution: None of four diverse American writers: Jhumpa Lahiri, Semester: Fall Unit: 1.0 Junot Díaz, Ha Jin and Edward P. Jones. We Prerequisite: None Distribution: None will look at how these writers have mined their Semester: Fall Unit: 1.0 WRIT 126 Writing Tutorial “outsider” status to produce an extraordinarily Schwartz (The Writing Program) rich body of fiction. Most importantly, we will WRIT 125 27 The Story and the Writer An individual tutorial in expository writing, consider how writers from very different linguistic Cezair-Thompson (English) taught by juniors and seniors from a variety of and cultural backgrounds have created themselves Students will read and discuss stories by a wide academic departments. An opportunity to tailor as American writers. range of writers, including James Joyce, Flannery reading and writing assignments to the student’s Prerequisite: None O’Connor, and Gabriel Garcia-Marquez. Essays particular needs and interests. Tutorial meetings Distribution: None will be based on these readings. Mandatory credit/ are individually arranged by students with their Semester: Fall Unit: 1.0 noncredit. tutors. Mandatory credit/noncredit. WRIT 125 19 Contemporary Latin American Prerequisite: None Prerequisite: Open to students from all classes by permission Distribution: None of the instructor. Women Writers Semester: Fall Unit: 1.0 Distribution: None Agosin (Spanish) Semester: Fall, Spring Unit: 1.0 We will read, refect, and discover the vast corpus WRIT 125 28 Human Genetics and Ethics of contemporary Latin American women writers LaBonte (Biological Sciences) WRIT 126H Writing Tutorial in the twentieth and twenty first century. This Due to recent advances in genetic technology, it Schwartz (The Writing Program) includes the writings that emerged from the clois- is now possible for individuals to make choices This half-unit version of Writing 126 is also an ters, experimental works of fiction, and essays and that will change the genetic makeup of the human individual tutorial taught by juniors and seniors. poetry from established as well as newer writers. population. Should parents who can conceive Students electing 126H can focus their work in We will explore this vast landscape of a literature naturally undergo in vitro fertilization in order the first half of the semester, finishing by the end characterized by its imaginative realms as well as to select the sex of their child? Is it appropriate of week 7, or can choose to work throughout its concern for social justice. We will read works to terminate a pregnancy when the fetus has a the semester at a slower pace than would be from Gabriela Mistral, Angeles Mastretta, Clarice genetic variation of unknown significance? Should required for a full unit. Students will work with Lispector, and Rosario Ferre and will write about gene therapy be used to cure disease by altering their tutors to determine the appropriate meeting the richly varied world of Latin American women the genetic makeup of an individual? What are structure, readings and assignments for the course. writers. Mandatory credit/noncredit. the risks associated with consumer-driven genetic Mandatory credit/noncredit. Prerequisite: None testing and whole genome sequencing? We will Prerequisite: Open to students from all classes by permission Distribution: None analyze accounts of human genetic technologies of the instructor. Semester: Fall Unit: 1.0 from the popular press and the scientific literature Distribution: None Semester: Fall, Spring Unit: 0.5 and discuss the advantages and disadvantages of WRIT 125 21 TBA each. Mandatory credit/noncredit. Prerequisite: None WRIT 225/ENG 206 Nonfction Writing Distribution: None Prerequisite: None Semester: Fall Unit: 1.0 Distribution: None Writing 225/English 206 is a changing topics Semester: Fall Unit: 1.0 writing workshop that will each year take up a particular nonfiction writing genre. Open to stu- 213 The Writing Program dents who have fulfilled the Writing 125 require- the Americas, beginning with the Renaissance, a deep investment in a plot that begins with an ment; please note that this course is not intended using key issues and monuments as the focus of immature protagonist and traces his or her prog- as a substitute for Writing 125. Enrollment limited discussion. Students in this section of ARTH 101 ress (gender matters here, in ways we will discuss) to 15 students. Mandatory credit/noncredit. will attend the same twice-weekly lectures as the over the course of the novel. We will investigate other ARTH 101 students, but their assignments this pattern by reading and writing about novels Topic A for 2011-12: Creative Nonfction will be different, and they will attend two special that both conform to and interrogate it. We will Schwartz (The Writing Program) Writing 125 conferences each week. Through also think about why this plot has come to domi- “...all memoirs are false…The correct detail is writing about art, students in 101/125 will devel- nate the novel. Readings may include Charlotte rarely, exactly, what happened; the most truthful op skills in visual and critical analysis. This course Bronte’s Jane Eyre, George Eliot’s The Mill on the detail is what could have happened, or what should satisfies the WRIT 125 requirement and counts as Floss, Virginia Woolf’s The Voyage Out and D.H. have.”—John Irving a unit toward the major in art history, architecture, Lawrence’s Sons and Lovers. Mandatory credit/ Creative nonfiction is a protean genre of writing, studio art, or media arts and sciences. noncredit. a genre that encompasses many different types Prerequisite: None Prerequisite: None of writing. In this class, we’ll focus mainly on Distribution: Arts, Music, Theatre, Film, Video Distribution: None personal essays—essays which deal with your Semester: Spring Unit: 1.0 Semester: Spring Unit: 1.0 personal experiences and are driven and shaped by “I.” The more complex question raised by this WRIT 125 06/EDUC 102 Education in WRIT 125 18 Great Debates in Education genre is what makes creative nonfiction “creative?” Philosophical Perspective Lederman (The Writing Program) This question will inform every essay we read and Hawes (Education) Education is such an ubiquitous part of our lives, discuss, whether it’s a published essay or one your This course is guided by questions such as: What we rarely have the chance to refect upon its pur- write for class. is a good education? What is its dependence on poses—what we hope to get from it, and what we Prerequisite: Fulfillment of the WRIT 125 requirement culture, context, and aims? What perspectives most fear about it—especially while we are still in Distribution: Language and Literature on teaching and learning are most helpful? How school. Education scholars have debated questions Semester: Fall Unit: 1.0 can we get reliable knowledge of good education? about the foundations of education for centuries. Topic B for 2011-12: Writing the Travel Essay We will use the works of earlier writers (e.g., “Should education be for the elite or open to all?” Sides (English) Confucius, Plato, and Dewey) and contemporary “Should education prepare students for a voca- Taken a trip lately—junior year abroad, summer writers in our investigations. This course satisfies the tion or seek to liberate the mind?” More recently, vacation, spring break? Look back fondly or in WRIT 125 requirement and counts as a unit toward “What is the role of standardized language in horror at a family road trip? Turn your experi- the Teacher Education or Education Studies minor. education?” and “Who truly benefits from the ence into a travel essay. We will be studying both Includes a third session each week. answers to these questions?” Through the works of the genre of the literary travel essay as well as Prerequisite: None Freire, Du Bois, Delpit, and others we will investi- the more journalistic travel writing found in Distribution: Epistemology and Cognition gate these crucial questions. newspaper travel sections and travel magazines. Semester: Spring Unit: 1.0 Prerequisite: None And, of course, we will be writing our own travel Distribution: None narratives. The course focuses on the essentials of WRIT 125 11 The Art of Fiction Semester: Fall, Spring Unit: 1.0 travel writing: evocation of place, a sophisticated Schwartz (The Writing Program) appreciation of cultural differences, a considered This course examines the basic elements of short WRIT 125 19 Germs: A Primer use of the first person (travel narratives are closely fiction, but it might also be titled “How Writers Crum (Biological Sciences) related to the genre of memoir), and basic strong Write.” In conjunction with reading and writing Microorganisms have a profound effect on our writing/research skills. about short stories, we’ll study commentaries everyday lives and on the health and longevity of about the art of fiction by writers such as Flannery our planet. Students in this course will come to Prerequisite: Fulfillment of the WRIT 125 requirement Distribution: Language and Literature O’Connor and Charles Baxter. We will approach view germs in diverse lights: as enemies, friends, Semester: Fall Unit: 1.0 these texts as a source of inspiration and instruc- or celebrities. Through analyzing news accounts, tion for our own efforts to master the writing pro- popular press articles, and original published sci- WRIT 250 Research or Individual Study cess. Our understanding of stories will continually entific research reports about bacteria, viruses, or Prerequisite: Open to qualified students who have completed inform our strategies for writing academic essays. other microbes and their impact, students will be 125. Permission of the instructor and the director of the Prerequisite: None able to make more informed public health deci- Writing Program required. Distribution: None sions. Students will improve their understanding Distribution: None Semester: Spring Unit: 1.0 of the structure of scientific writing and will learn Semester: Fall, Spring Unit: 1.0 to critically evaluate the findings that form the WRIT 125 13 Argument in Action basis of public policy. This course is especially use- WRIT 250H Research or Individual Study Lederman (The Writing Program) ful for people with microphobia or an interest in Prerequisite: Open to qualified students who have completed The language of academic writing—at least in the scientific writing.Mandatory credit/noncredit. 125. Permission of the instructor and the director of the Western university—is the language of argument. Prerequisite: None Writing Program required. A master of argument will be able to think, write Distribution: None Distribution: None and even read more effectively in any course. This Semester: Spring Unit: 1.0 Semester: Fall, Spring Unit: 0.5 class will apprentice students into the language of (Western) argument by introducing them to WRIT 125 21 Wealth and Poverty in America: Semester II its many appearances in both everyday life (film, An Economist’s Perspective television, advertisements, blogs) and in scholarly Velenchik (The Writing Program and Economics) WRIT 125 01, 02/ENG 120 Critical work. Through critique of others’ arguments America has become increasingly unequal over Interpretation we will learn the deeper nuances of creating our the past 30 years. Corporate executives’ earnings Brogan, Rosenwald (English) own. We will learn the common components of are hundreds of times those of their blue-collar Please refer to description for WRIT 125 01, 02/ all arguments, the mastery of which will make us employees. The middle class is on the precipice, ENG 120, Semester I. stronger writers, thinkers, and problem solvers, according to Harvard Magazine. More Americans both in school and in our professional and per- are millionaires than ever before, but more of us Prerequisite: None Distribution: Language and Literature sonal lives. Mandatory credit/noncredit. are poor as well. What is happening? Why? What Semester: Fall, Spring Unit: 1.0 Prerequisite: None does this change mean for our economy and soci- Distribution: None ety? This course will use primary data, government WRIT 125 03/ARTH 101 Introduction to Semester: Fall, Spring Unit: 1.0 publications, and articles in both the popular and the History of Art Part II: Renaissance to the scholarly press as a basis for writing about the Present WRIT 125 17 Growing Up in the Novel causes and consequences of these trends. We will Oles (Art) Rodensky (English) pay particular attention to learning to write about A foundation course in the history of art. From Because we’ve grown up reading the novels of the quantitative phenomena using numbers, charts Michelangelo to media culture, this course intro- nineteenth, twentieth, and twenty-first centuries, and graphs. No previous knowledge of economics duces the visual cultures of Europe, Africa, and we take for granted that the novel as a genre has is required. Mandatory credit/noncredit. 214 The Writing Program Prerequisite: Fulfillment of the basic skills component of the Prerequisite: None WRIT 125 31 The Living City on Page and Quantitative Reasoning requirement Distribution: None Distribution: None Semester: Spring Unit: 1.0 Screen Semester: Spring Unit: 1.0 Ford (English) WRIT 125 26 TBA The city is not just a setting but a character in its WRIT 125 22 The Human Brain: A Case-Study Prerequisite: None own right in the American literary and cinematic Approach Distribution: None traditions. In this course, we’ll read and watch Sommers Smith (Biological Sciences) Semester: Fall, Spring Unit: 1.0 selected works of literature and film that tell sto- This course will explore a classic method for learn- ries in and about American cities; we will examine ing about the structure and function of the human WRIT 125 27 Poetry and Other Arts the ways in which these urban myths define brain. Much of what we know about how the Johnson (The Writing Program) particular ideas about gender, race, and identity in brain works we have learned from “deficit;” that In this course, we will study how poets use other contemporary narrative. Characters like the hard- is, by investigating what has been lost when the art as inspiration or source material, beginning by boiled detective hero and the femme fatale, urban brain is injured or diseased. We can also approach delving into the blues- and jazz-infuenced poetry experiences like race riots and existential angst, the subject of repair and regeneration of func- of Langston Hughes. We’ll also explore the art of and images of fairy-tale and futuristic cities will all tion by similar means. To learn about the human Bruegel, van Gogh, Monet, Modleski, and Lin figure into our exploration of the role of the city brain from “deficit,” students will read, discuss, as we examine the ekphrastic poems of Williams, in defining contemporary American culture. We’ll and respond to case studies of patients who have Auden, Hayden, Sexton, Rich, Komunyakaa, use writing assignments to make connections suffered injury to or disease of the central nervous and others. In addition, we’ll study poetry in its between the city’s varied characters while develop- system. The final project will involve students popular forms, including slam and spoken word, ing rich and layered readings of individual texts. researching and writing a neurological case study. and we’ll view films that feature poetry, including Mandatory credit/noncredit. Mandatory credit/noncredit. Il Postino. Throughout the course, we will practice Prerequisite: None formal analysis of poetry as we try to understand Prerequisite: None Distribution: None Distribution: None elements of poetic composition, what makes for Semester: Spring Unit: 1.0 Semester: Spring Unit: 1.0 “good” and “bad” poems, and what the uses of poetry are in our world today. WRIT 125 32 TBA WRIT 125 23 Boston on Film Prerequisite: None Instructor TBA (Classical Civilization) Viti (The Writing Program) Distribution: None Course description to be announced. Boston, its politics, history and people, have Semester: Spring Unit: 1.0 Prerequisite: None featured prominently in films fromThe Last Distribution: None Hurrah (1958), to more recent works such as The WRIT 125 28 The Political Documentary Semester: Spring Unit: 1.0 Thomas Crown Afair, The Friends of Eddie Coyle, Wood (The Writing Program) The Verdict, Good Will Hunting, Mystic River, The Recently, documentary films on overtly political WRIT 126 Writing Tutorial Departed, Gone, Baby Gone, and The Town. In this issues have had long runs in US theatres. The pur- Schwartz (The Writing Program) course we will discover and analyze historical and pose of this course is to develop a critical approach Please refer to description for WRIT 126, literary sources of several of these Boston films, to such films asInside Job, Fahrenheit 911, The Fog Semester I. and examine the discrepancies and consistencies of War, Control Room, and An Inconvenient Truth Prerequisite: Open to students from all classes by permission between the events that inspired the films, and the as well as several international documentaries. of the instructor. cinematic fiction. How are these films constructed to make an argu- Distribution: None ment? Do we expect “truth” and “objectivity” in Semester: Fall, Spring Unit: 1.0 Prerequisite: None documentary films—or the opposite? What is the Distribution: None WRIT 126H Writing Tutorial Semester: Spring Unit: 1.0 range of evidence documentary filmmakers amass for their films, and how do they assemble that Schwartz (The Writing Program) WRIT 125 24 Women and Television evidence in the final cut? What happens when the Please refer to description for WRIT 126H, San Filippo (Cinema and Media Studies) filmmaker makes his/her presence felt in the film? Semester I. How have women been represented on the “boob Readings and writing assignments will emphasize Prerequisite: Open to students from all classes by permission analysis of these films as films in order to under- of the instructor. tube”? As daughters, mothers, wives, and divorcées Distribution: None in the domestic sitcom, as professional women stand the films as political statements. Semester: Fall, Spring Unit: 0.5 in the workplace sitcom, as heroines of action Prerequisites: None series, as talk show hosts and broadcast journalists Distribution: None WRIT 225/ENG 206 Nonfction Writing and comediennes and sex symbols. What role has Semester: Spring Unit: 1.0 television played in the construction of gender Writing 225/English 206 is a changing topics roles and the shaping of feminism, and how WRIT 125 29 The Human-Animal Connection writing workshop that will each year take up have women contributed to the development of Wood (The Writing Program) a particular nonfiction writing genre. Open American television? We will consider these ques- What do the categories “human” and “animal” to all students who have fulfilled the Writing tions by looking at women’s roles on screen and mean? How do scholars from different fields (and 125 requirement; please note that this course behind the scenes, from television’s beginnings in at different times) define the difference between is not intended as a substitute for Writing 125. the late 1940s to the present. human and animal minds? How do we think Enrollment limited to 15 students. Mandatory about our responsibilities for the animals we live credit/noncredit. Prerequisite: None with, eat, and displace in the environment? Why Distribution: None Topic C for 2011-12: TBA: are these questions being raised now? This course Semester: Spring Unit: 1.0 Als (English) investigates the writing of scholars whose think- Course Description, to be announced WRIT 125 25 Fantastic Fictions ing eventually brought them to “the question of the animal”—Descartes, Derrida, Stanley Cavell, Prerequisite: Fulfillment of the WRIT 125 requirement Sides (English) Distribution: Language and Literature When fiction blurs or crosses the line between Donna Haraway, Katharine Hayles—together Semester: Spring Unit: 1.0 our “real” world and “other worlds,” the reader (as with popular writing by animal handlers and well as the narrator or main character) has entered scientists who have worked with dolphins, chim- WRIT 250 Research or Individual Study the realm of “the fantastic,” a genre that (broadly panzees, and cattle (Ric O’Barry, Roger Fouts, Please refer to description for WRIT 250, interpreted) contains “the uncanny,” “the ghost Temple Grandin). As writers, we’ll think about Semester I. story,” and “magical realism.” We will read and how questions are raised, asked, pursued—and write about “fantastic” short fiction by nineteenth- made relevant to a skeptical audience. century, twentieth-century, and twenty-first Prerequisite: None WRIT 250H Research or Individual Study century masters of the genre like Nikolai Gogol, Distribution: None Please refer to description for WRIT 250H, Semester: Spring Unit: 1.0 Henry James, Franz Kafka, Eudora Welty, Garcia- Semester I. Marquez, Yasunari Kawabata. Mandatory credit/ noncredit.

215 The Writing Program WRIT 290 Advanced Writing in the Social BISC 107 Biotechnology Sciences Courses in Asian BISC 109 Human Biology with Laboratory Students will produce several kinds of social sci- American Studies BISC 209 Microbiology with Laboratory ence writing: journal keeping; reviews of academic literature from the disciplines of law, political sci- Asian American Studies is an interdisciplinary and BISC 302 Human Physiology with Laboratory interdepartmental field at Wellesley. Distinct from, ence, sociology, anthropology, and history; analysis BISC 331 Seminar. Cancer Genomics of constitutional law issues; analytic techniques and yet interdependent on, East Asian Studies, from the social sciences to write persuasively about South Asia Studies, and American Studies, it BISC 334 The Biology of Stem Cells court opinions, contemporary social issues and focuses on critical issues unique to the experience CPLT 334 Literature and Medicine legal controversies; report writing based on field of the people of Asian and Pacific Islander heri- work; oral histories using established academic tage in North America since the mid-eighteenth FREN 327 A Fascination with Bodies: The guidelines; informative and persuasive writing century, and examines the growing globalization Doctor’s Malady on blogs and wikis. Students will learn docu- of this experience in transnational terms. Course NEUR 100 Brain, Behavior, and Cognition: An mentation systems widely used in the social sci- work in this curricular field can enrich and enlarge Introduction to Neuroscience ences. Close print and electronic research will be concentrations in a variety of existing departments NEUR 320 Vision and Art: Physics, Physiology, emphasized, as will field work. Students will adapt and programs. Perception, and Practice with Laboratory topics to different modes of writing. In addition AMST 151 The Asian American Experience to shorter writings, each student will complete an NEUR 325 Neurobiology of Sleep, Learning & independent capstone writing project based on AMST 212 Korean American Literature and Memory traditional scholarly print and electronic sources Culture PE 205 Sports Medicine and field work. CAMS 241/WGST 249 Asian American Women PHIL 249 Medical Ethics Topic for 2012: Public Education in Boston, in Film PHIL 345 1970-2011: Change, Struggle and Resolution Seminar. Advanced Topics in ENG 269 Asian American Literature Philosophy of Psychology and Social Science Viti (The Writing Program) WGST 249/CAMS 241 Topic for 2011-12: Empathy, Perspective-taking, From the founding of the nation’s first school, Asian American Women and Moral Judgement (new topic) Boston Latin, in 1635, through the court-ordered in Film school desegregation crisis of the 1970’s, to the POL1 317S Health Politics and Policy school reform movement of the past three decades, PSYC 208 Adolescence Boston’s public schools have been at the center of debate, dissension and confict among educators, Courses in Health PSYC 219 Biological Psychology citizens, and politicians. We will utilize the history PSYC 308 Systems of Psychotherapy and present state of the Boston public schools and Society as the basis for research, and writing about vital PSYC 318 Seminar. Brain and Behavior social, political and legal issues that affect not only The anthropologist Mary Douglas observed that PSYC 322 Emotion, Cognition, and the Brain Boston proper, but also the region, the state and “the human body is always treated as an image SOC 202 The Sociology of Human Rights the nation. of society and there can be no natural way of Prerequisite: Fulfillment of the WRIT 125 requirement. considering the body that does not involve at the SOC 309 Seminar. Topics in Inequality. Topic C Juniors and seniors only, sophomores by permission of the same time a social dimension.” Similarly, how we for 2011-12: Causes and Consequences of Poverty instructor. Not open to first year students. perceive our bodies, how they are treated by the and Inequality Distribution: Language and Literature or Social and Behavioral Analysis health care system, how medicine and health care SOC 314 Global Health and Social Epidemiology Semester: Spring Unit: 1.0 shape how we see ourselves are critical questions we must all face. Courses in health and society WGST 212 Feminist Bioethics include ones that examine the workings of the WGST 214 Women and Health human body and mind and ones that take a WGST 220 American Health-Care History in broad look at the relationship between health and Gender, Race, and Class Perspective larger cultural and societal issues. These courses encourage students to confront the ethical, social, WGST 312 Capstone Seminar. Feminist Inquiry. and political issues in the creation of health and Topic for 2011-12: Feminist Roundtable science, and they allow students to consider the WGST 321 Seminar. Gender Justice and Health broad issues that link the body to the body politic. Policy They offer valuable perspectives to students plan- ning careers in the health field and benefit anyone WGST 340 Global Health confronting health care in today’s complex world. Although there is no departmental or interde- partmental major in health studies, these courses enrich and enlarge concentrations in a variety Courses in Legal Studies of disciplines. They also demonstrate how dif- ferent disciplines contribute to understanding a Law plays a central role in social organization, and topic (health) and an institution (the health care legal and political institutions use law, doctrines, system) that affect all our lives. Students who plan and procedures to establish collective values, to apply for admission to medical school should mediate conficts between individuals and groups, consult the section on Preparation for Medical and resolve questions of state power. Legal materi- School in this catalogue. als provide a rich ground for developing reading and interpretive skills, and for promoting serious AFR 297 Medical Anthropology: A Comparative inquiry into visions of the good and the just, Study of Healing Systems the dimensions and limits of private and public ANTH 238 The Vulnerable Body: decision-making, and conficts between consent Anthropological Understandings and coercion. Finally, cross-cultural and historical analyses offer students opportunities to explore ANTH 251 Cultures of Cancer the ways in which legal institutions and practices BISC 105 Stem Cells: A New Frontier in help create diverse social identities and communi- Biomedicine ties. Students wishing to explore a range of legal

216 Courses in Asian American Studies/Health and Society/Legal Studies materials, analytical frameworks, and institutions CHIN 326 The City in Modern Chinese JPN 252 Supernatural Japan are encouraged to select courses from several per- Literature and Film spectives and disciplines. JPN 256/CAMS 205 History of Japanese Cinema CHIN 339 Popular Culture in Modern China There is no departmental or interdepartmental JPN 351/THST 351 Seminar. Theaters of Japan CAMS 203/CHIN 243 major in legal studies; however, coursework in Chinese Cinema JPN 352 Seminar. Postwar Japanese Fiction this area can enrich and enlarge concentrations CAMS 204/GER 280 Film in Germany 1919- JPN 353/THST 353 Lady Murasaki and The Tale in a variety of disciplines. Students who plan to 2009 apply for admission to law school should consult of Genji CAMS 205/JPN 256 the section on Preparation for Law School in this History of Japanese Cinema KOR 256 Gender and Language in Modern catalogue. CAMS 224/ITAS 212 Italian Women Directors: Korean Culture The Female Authorial Voice in Italian Cinema CLCV 243 Roman Law ME/R 246/ENG 246 Monsters, Villains, and CAMS 225/ITAS 225 The Golden Age of Italian Wives ECON 325 Law and Economics Cinema ME/R 247/ENG 247 Arthurian Legends ES 325/POL3 325 International Environmental CLCV 104 Classical Mythology Law ME/R 249/ENG 249 Writing Medieval Gender CLCV 201 The Age of Experiment: The in England PHIL 317 Seminar. Philosophy and Race Literature and Culture of Archaic Greece ME/R 275/ITAS 275 Between Transcendence & PHIL 326 Philosophy of Law CLCV 202 Crisis, Drama, Classical Athens Transgression: Desire from Dante to Milton POL1 215 Courts, Law, and Politics CLCV 203 Roman Culture and Society MES 218/318/CPLT 218/318 Literary Voices of POL1 320S Seminar. Inequality and the Law CLCV 204 Roman Literature the Pre-Modern Middle East RUSS 251 POL1 324S Seminar. Gender and Law CLCV 212/CPLT 212 Reading Travel: the Theme The Nineteenth-Century Russian Classics: Passion, Pain, Perfection POL1 335S Seminar. The First Amendment of Travel in Classical and Contemporary Fiction RUSS 255 Soviet and Russian Film POL3 325/ES 325 International Environmental CLCV 244 Invective Literature: the Poetics and Law Politics of Transgression RUSS 272 Politically Correct: Ideology and the Nineteenth-Century Russian Novel POL3 329 International Law CPLT 113/ENG 113 Studies in Fiction. Topic for 2011-12: The World of Fiction RUSS 276 Fedor Dostoevsky: The Seer of Spirit PSYC 330 Psychology of Law CPLT 120 First-year Seminar: Master of RUSS 277 Lev Tolstoy: Russia’s Ecclesiast REL 319 Seminar. Religion, Law, and Politics in Suspicion: Readings in Enlightenment America RUSS 286 Vladimir Nabokov CPLT 180 World Literature REL 368 Seminar. Topics in the Study of Islam THST 130/JPN 130 Japanese Animation CPLT 212/CLCV 212 and Islamic History. Topic for 2011-12: Islamic Reading Travel: the Theme THST 131/JPN 131 First-year Seminar: Japan on Law as Ideal and Practice in the Modern Middle of Travel in Classical and Contemporary Fiction Stage (FYS) East and North Africa CPLT 218/318/MES 218/318 Literary Voices of THST 251/JPN 251 Japanese Writers and Their SOC 202 The Sociology of Human Rights the Pre-Modern Middle East Worlds CPLT 228 Narratives of the Self THST 351/JPN 351 Seminar. Theaters of Japan CPLT 284 Magical Realism THST 353/JPN 353 Lady Murasaki and The Tale Courses in Literature CPLT 334 Literature and Medicine of Genji EALL 225/325 Traditional Romances of East Asia or Film (from Language ENG 113/CPLT 113 Studies in Fiction. Topic for Departments) Taught 2011-12: The World of Fiction ENG 249/ME/R 249 Writing Medieval Gender Courses in Statistics in English in England Wellesley College offers statistics courses in a GER 130 First-year Seminar: Fairy Tales and variety of disciplines. Some introductory statistics Students should note that a number of foreign Children’s Literature: The Cultural Legacy of the courses are intended as terminal courses (e.g., language departments offer literature courses Brothers Grimm (FYS) MATH 101) while others are prerequisites for in translation. All material and instruction is in more advanced research methods courses in the English and no knowledge of the foreign language GER 276 Franz Kafka major (e.g., PSYC 205). The courses listed below is required for these courses. GER 280/CAMS 204 Film in Germany 1919– all focus on descriptive and inferential statistics AMST 212 Korean American Literature and 2009 but differ in their specific applications and use of Culture ITAS 209/309 Italian-Jewish Literature statistical software. Students who wish to take one of the following statistics courses to satisfy the QR ARAB 210 Arabic Literature in Translation ITAS 212/CAMS 224 Italian Women Directors: overlay requirement are advised to select the most CHIN 150 Before Commerce The Was Poetry The Female Authorial Voice in Italian Cinema appropriate course given their intended major(s) and minor. Students who scored a 5 on the AP CHIN 208 Writing Modern China ITAS 225/CAMS 225 The Golden Age of Italian Cinema Statistics exam have satisfied the QR overlay CHIN 211/311 The Dream of the Red Chamber in requirement but may be required to forgo that ITAS 261 Italian Cinema Chinese Literature and Culture AP credit if a specific statistics course is required CHIN 223/323 When Women Rode Horses: The ITAS 263 Dante for their major. Please refer to the Quantitative Tang Dynasty, China’s Golden Age ITAS 275/ME/R 275 Between Transcendence & Reasoning Program section for a complete list Transgression: Desire from Dante to Milton of QR overlay courses and see the full course CHIN 225 Representations of the Other in descriptions under each department or program Traditional Chinese Literature JPN 111 Gender and Popular Culture of Japan for details on the applications emphasized in each CHIN 232/332 Writing Women in Modern JPN 130/THST 130 Japanese Animation course. China JPN 131/THST 131 First-year Seminar: Japan on ECON 103/SOC 190 Introduction to Probability CHIN 243/CAMS 203 Chinese Cinema Stage (FYS) and Statistical Methods CHIN 244 Classical Chinese Theatre JPN 251/THST 251 Japanese Writers and Their MATH 101 Reasoning with Data: Elementary Worlds Applied Statistics

217 Courses in Literature or Film/Statistics MATH 101Z Reasoning with Data: Elementary Courses in Urban Studies RUSS 203W/303W Wintersession in Moscow Applied Statistics with Health Applications RUSS 301 Advanced Russian I. Topic for 2011- MATH 220 Probability and Elementary Statistics The city as a unique social, cultural, political, 12: St. Petersburg economic, educational, environmental, and geo- POL 199 Introduction to Research Methods in graphic locus has been one of the main themes of SOC 309 Seminar. Topics in Inequality. Topic C Political Science nineteenth- and twentieth-century thought. As we for 2011-12: Causes and Consequences of Poverty PSYC 205 Statistics move into the twenty-first century, the problems and Inequality and promises of urban life remain an enormous SOC 365/ENG 365 QR 180 Statistical Analysis of Education Issues Images of the American City intellectual challenge for researchers and policy SOC 190/ECON 103 Introduction to Probability makers in many fields, and of great import to the Courses at MIT: and Statistical Methods health of our society and to that of other coun- 11.001J Introduction to Urban Design tries. These courses examine the city from many The following rules apply to these statistics cours- perspectives and allow students to use the city as a 11.013J American Urban History I es: MATH 101 and MATH 101Z are not open focus for interdisciplinary study. 11.041J American Urban History II to students who have taken or are taking ECON While there is no departmental or interdepart- 11.026J Downtown 103/SOC 190, POL 199, QR 180, or PSYC mental minor or major in urban studies, these 205. In addition, MATH 101 and MATH 101Z courses complement and enrich concentrations 11.123 Big Plans are not open to students who have completed in other fields, and may be useful for students MATH 205 except by permission of the instruc- interested in anthropology, architecture, econom- tor; such students should consider taking MATH ics, education, the environment, history, literature, 220 instead. MATH 101 and MATH 101Z are politics, policy analysis, medicine, sociology, or intended for students who do not anticipate tak- other subjects. Students interested are strongly ing further statistics courses in college. Students encouraged to take at least one course in the considering a major in economics, political sci- Department of Urban Studies and Planning at ence, sociology, or psychology are advised not to MIT. Students are also encouraged to engage in take MATH 101 and MATH 101Z; other courses urban fieldwork and internships, opportunities for are more appropriate for those majors. which are available through the Center for Work ECON 103/SOC 190 (formerly QR 199) is a and Service. prerequisite for ECON 203 (Econometrics) which is required of economics majors, and for SOC 290 AFR 306 Urban Development and the (Methods of Social Research) which is required Underclass: Comparative Case Studies of sociology majors. Economics or sociology AMST 363/ENG 363 Advanced Studies in majors or minors who have completed MATH American Literature. Topic for 2011-12: Visions 220 or PSYC 205 may not also take ECON 103/ of the American City SOC 190, but must take an additional elective in economics or sociology to complete their major ARTH 200 Architecture and Urban Form or minor. Students who have taken MATH 101, ARTH 320 Seminar. American Architecture MATH 101Z, POL 199 or QR 180 may only ECON 232 Health Economics take ECON 103/SOC 190 if they are majoring or minoring in economics or sociology, and should EDUC 216 Education and Social Policy consult the appropriate department chair. EDUC 335 Seminar. Urban Education. POL 199 is not open to students who have taken EDUC 339/POL1 339S Seminar. The Politics of or are taking ECON 103/SOC 190, MATH 101, Urban Public Schools MATH 101Z, MATH 220, PSYC 205, or QR 180, except with permission of the instructor. ENG 363/AMST 363 Advanced Studies in PSYC 205 is required of all psychology and neu- American Literature. Topic for 2011-12: Visions roscience majors. Students who have not declared of the American City a psychology or neuroscience major may not ENG 365/SOC 365 Images of the American City enroll in PSYC 205 if they have taken or are tak- GER 389 Seminar. Topic for 2011-12: Berlin– ing ECON103/SOC 190, MATH 101, MATH Story of a Metropolis 101Z, POL 199, or QR 180; students who have declared a psychology or neuroscience major must HIST 220 United States Consumer Culture and take PSYC 205 even if they have already taken one Citizenship of these other statistics courses. HIST 240 Cities in Modern Europe QR 180 is an elective statistics course for students HIST 276 The City in South Asia interested in education policy issues. The course is not open to students who have taken or are taking HIST 377 Seminar. The City in Latin America ECON 103/SOC 190, MATH 101, MATH 220, ITAS 104 The Cities of Italy: An Introduction to POL 199 or PSYC 205. Italian Culture POL1 212 Urban Politics POL1 315 Public Policy and Analysis POL1 339S/EDUC 339 Seminar. The Politics of Urban Public Schools REL 244 Jerusalem: The Holy City REL 261 Cities of the Islamic World REL 290 Kyoto: Center of Japan’s Religion and Culture (Wintersession in Kyoto)

218 Courses in Urban Studies Chris R. Arumainayagam Nurit Ben Yehuda Anne Brubaker Faculty Professor of Chemistry Visiting Lecturer in Jewish Studies Visiting Lecturer in the Writing Program A.B., Harvard University; Ph.D., B.A., Ben-Gurion University; M.A., B.A., Dickinson College; M.A., Legend Stanford University University of Jerusalem University of Sussex (Brighton, England) A Absent on leave John Babington Robert S. Berg A1 Absent on leave during the first Instructor in Physical Education, Professor of Physics Charles Bu semester Recreation and Athletics A.B., Princeton University; M.A., Professor of Mathematics B.A., Williams College; J.D., Harvard Ph.D., University of California B.S., M.S., Shanghai Jiao Tong A2 Absent on leave during the University (Berkeley) University; M.S., Michigan State second semester University; Ph.D., University of Accurate as of June 1, 2011 Angela Bahns Patricia Gray Berman Illinois Assistant Professor of Psychology Theodora L. and Stanley H. Feldberg Rachid Aadnani B.A., Pomona College; M.A., Ph.D., Professor of Art Emily A. Buchholtz Assistant Professor of Middle University of Kansas B.A., Hampshire College; M.A., Gordon P. Lang and Althea P. Lang ’26 Eastern Studies Ph.D., New York University Professor of Biological Sciences Amy C. Bard B.A., College of Wooster; M.A., B.A., Universite Moulay Ismail Visiting Lecturer in South Asia Studies Regan Bernhard (Morocco); M.A., Dartmouth College; University of Wisconsin; Ph.D., B.A., University of Wisconsin; M.A., Instructor in Physical Education, George Washington University Ph.D., Binghamton University M. Phil., Ph.D., Columbia University Recreation and Athletics B.A., Wellesley College Tom Burke Rana Abdul-Aziz Samuel Barkin Visiting Lecturer in Middle Eastern Professor of Political Science Distinguished Visiting Associate Professor Wendy Berry B.A., University of Minnesota Studies of Environmental Studies PERA Assistant Professor of the Practice B.A., M.A., Tufts University (Minneapolis); M.A., Ph.D., B.A., M.A., University of Toronto; B.S., Brighton University University of California (Berkeley) M.Phil., Ph.D., Columbia University Kris Adams James R. Besancon A Senior Music Performance Faculty in Bryan E. Burns Daniela Bartalesi-Graf Associate Professor of Geosciences Associate Professor of Classical Studies Vocal Jazz Lecturer in Italian Studies B.S., Yale University; Ph.D., B.M., Berklee College of Music; B.A., University of North Carolina; B.A., Harvard University Extension Massachusetts Institute of Technology M.A., Ph.D., University of Michigan M.M., New England Conservatory of School; M.A., Tufts University Music Gurminder Kaur Bhogal Kristin Butcher Tamar Barzel Assistant Professor of Music Professor of Economics Marjorie Agosin Assistant Professor of Music B.Mus., Royal College; M.Mus., King’s Luella LaMer Slaner Professor in Latin B.A., Wellesley College; M.S., London B.M., Oberlin Conservatory of Music; College; Ph.D., University of Chicago School of Economics; M.A., Ph.D., American Studies M.A., Ph.D., University of Michigan Professor of Spanish Frank L. Bidart A2 Princeton University B.A., University of Georgia; M.A., Thomas J. Bauer Andrew W. Mellon Professor in the William E. Cain Ph.D., Indiana University Senior Instructor in Physics Laboratory Humanities Mary Jewett Gaiser Professor of English B.A., Wabash College; M.A., Professor of English Eliko Akahori B.A., Tufts University; M.A., Ph.D., University of Idaho B.A., University of California Johns Hopkins University Music Performance Faculty in Piano (Riverside); A.M., Harvard University Coach/accompanist Wendy Hagen Bauer A John S. Cameron B.M., Kunitachi College of Music Professor of Astronomy Héléne Bilis Professor of Biological Sciences (Japan); M.M., D.M.A., New England B.A., Mount Holyoke College; M.S., Assistant Professor of French B.S., College of William and Conservatory of Music Ph.D., University of Hawaii B.A., Rutgers University; M.A., Ph.D., Mary; M.S., Ph.D., University of University of California (Berkeley) Robin M. Akert Connie Lynn Bauman Massachusetts (Amherst) Professor of Psychology PERA Associate Professor of the Practice Laura Bossert-King Samantha Cameron B.A., University of California (Santa B.S., Illinois State University; M.S., Senior Music Performance Faculty in Instructor in Physical Education, Cruz); M.A., Ph.D., Princeton Arizona State University; Certificate, Viola and Violin Recreation and Athletics University Indiana State University B.M., M.M., Eastman School of B.A., San Jose State University; M.A., Music Fred Aldrich Barbara R. Beatty University of California (Los Angeles) Music Instructor in French Horn Professor of Education Kathleen Boyd Christopher Candland A2 B.M., New England Conservatory A.B., Radcliffe College; Ed.M., Ed.D., Music Performance Faculty in Flute Associate Professor of Political Science of Music Harvard University B.M., M.M., New England B.A., Haverford College; M.A., Conservatory of Music Sarah M. AllenA Rebecca Bedell M.Phil., Ph.D., Columbia University Assistant Professor of Chinese Associate Professor of Art Daniel J. Brabander George M. Caplan A.B., Harvard College; M.A., B.A., Wellesley College; M.A., Ph.D., Associate Professor of Geosciences Senior Instructor in Physics Laboratory University of Michigan; Ph.D., Yale University B.S., M.A., Binghamton University; B.A., Swarthmore College; S.M., Ph.D., Brown University Harvard University Melissa A. Beers Harvard University Hilton Als Instructor in Biological Sciences Sheila P. Brachfeld-Child Linda Carli A2 Newhouse Visiting Professor of Creative Laboratory Senior Lecturer in Psychology Senior Lecturer in Psychology Writing in English B.S., University of New Hampshire; Director, Medical Professions Advising B.A., University of Connecticut; Ph.D., Cornell University B.A., Tufts University; M.A., Boston Ph.D., University of Massachusetts Scott D. Anderson University; Ph.D., Brandeis University Lecturer in Computer Science Bridget Belgiovine (Amherst) B.S., Yale University; M.S., Ph.D., PERA Professor of the Practice Martin Alan Brody Angela C. Carpenter University of Massachusetts (Amherst) Director of Athletics Catherine Mills Davis Professor of Music Wellesley Faculty Assistant Professor of Chair of Department of Physical B.A., Amherst College; M.M., Cognitive and Linguistic Sciences Diego Arciniegas Education, Recreation and Athletics D.M.A., Yale University School of Senior Lecturer in Theatre Studies B.A., Wellesley College; M.A., Ph.D., B.S., Trenton State College; M.Ed., Music University of Massachusetts (Amherst) B.A., Williams College Springfield College Kathleen Brogan Justin Armstrong Dora Carrico-Moniz Barbara S. Beltz Associate Professor of English Assistant Professor of Chemistry Visiting Lecturer in the Writing Program Allene Lummis Russell ’46 Professor of B.A., Queens College; M.A., M.Phil., B.A., Wilfred Laurier University B.S., SUNY (Purchase College); M.S., Neuroscience Ph.D., Yale University Ph.D., Yale University (Waterloo, ON); M.A., Ph.D., B.A., Mount Holyoke College; M.S., McMaster University (Hamilton, ON) Ph.D., Princeton University Michael Broshi David Carrier Visiting Lecturer in Mathematics Music Instructor in Organ B.A., M.A., University at Albany B.M., M.M., New England (SUNY); Ph.D., University of Chicago Conservatory of Music

219 Faculty Margaret Deutsch Carroll A1 David Collins Venita Datta Sylvaine V. Egron-Sparrow Professor of Art Coach/accompanist Professor of French Senior Lecturer in French B.A., Barnard College; A.M., Ph.D., B.M., Western Michigan University A.B., Bryn Mawr College; M.A., Licence de Lettres Modernes, Harvard University (Kalamazoo); M.M., University of Ph.D., New York University Université de Haute Bretagne; Maîtrise Wisconsin (Madison); Ph.D., New A de Français et de Linguistique, Kimberly Cassibry England Conservatory of Music Helena de Bres Université de Vincennes Assistant Professor of Art Assistant Professor of Philosophy B.A., Louisiana State University Glorianne Collver-Jacobson B.A., Victoria University; M.A., Ph.D., Sharon K. Elkins (Baton Rouge); M.A., University of Senior Music Performance Faculty in Massachusetts Institute of Technology Professor of Religion Texas (Austin); Ph.D., University of Guitar and Lute A B.A., Stetson University; M.T.S., California (Berkeley) B.A., University of California Nicolas de Warren Harvard Divinity School; Ph.D., (Berkeley) Associate Professor of Philosophy Harvard University Margaret Cezair-Thompson B.A., Ph.D., Boston University Senior Lecturer in English Catia Cecilia Confortini David Ellerby A.B., Barnard College; M.A., Visiting Lecturer in Peace and Justice Justine De Young Assistant Professor of Biological Sciences New York University; Ph.D., City Studies Visiting Lecturer in Art B.S., University of Manchester, UK; University of New York B.S., Universita degli Studi di B.A., Williams College; M.A., Ph.D., Ph.D., University of Leeds, UK Firenze; M.A., University of Notre Northwestern University Stanley S. Chang A Donald E. Elmore Dame; Ph.D., University of Southern Phillip Deen Associate Professor of Mathematics California Associate Professor of Chemistry B.A., University of California Visiting Lecturer in Philosophy B.A., Grinnell College; Ph.D., (Berkeley); M.A., Cambridge Bevil R. Conway B.A., Texas A & M University; M.A., California Institute of Technology University (England), Ph.D., Knafel Assistant Professor of Natural Ph.D., Southern Illinois University University of Chicago Sciences (Carbondale) Alla L. Epsteyn Lecturer in Russian Assistant Professor of Neuroscience Elizabeth R. DeSombre Robert A. Charlton B.S., McGill University; M.M.Sc., M.A., Moscow University; Ph.D., Instructor in Physical Education, Camilla Chandler Frost Professor of Academy of Sciences Institute of Harvard Medical School; Ph.D., Environmental Studies Recreation and Athletics Harvard University World History (Russia) B.A., Boston University B.A., Oberlin College; Ph.D., Harvard Robert F. Couture University Roxanne Euben Jonathan M. Cheek Ralph Emerson and Alice Freeman Senior Music Performance Faculty in Alexander J. Diesl Professor of Psychology Trombone Palmer Professor of Political Science B.A., George Washington University; Assistant Professor of Mathematics B.A., Wesleyan University; M.A., B.M., New England Conservatory B.A., M.A., Johns Hopkins University, M.A., University of Texas (Austin); of Music; M.A., University of Ph.D., Princeton University Ph.D., Johns Hopkins University Ph.D., University of California Massachusetts (Boston) (Berkeley) Andrea Evans Dai Chen Elena Tajima Creef A Visiting Lecturer in Art Lecturer in Chinese Bonnie M. Dix B.F.A., Arizona State University; Associate Professor of Women’s and PERA Associate Professor of the Practice B.A., Shanghai Teachers’ University; Gender Studies M.F.A., School of the Museum of Fine M.A., University of Iowa B.S., University of Vermont; M.S., Arts, Tufts University B.A., University of California University of Tennessee (Knoxville) Sealing Cheng A (Riverside); M.A., University of Julia W. Fan Associate Professor of Women’s and California (Santa Barbara); Ph.D., Nicholas K. Doe Visiting Lecturer in Anthropology Gender Studies University of California (Santa Cruz) Senior Instructor in Chemistry B.A., University of California; M.A., B.S., M.Phil., University of Hong Laboratory University of Massachusetts (Amherst); Tucker R. Crum B.A., M.S., University of California Kong; Ph.D., University of Oxford Senior Instructor in Biological Sciences M.Sc., University of Durham (Santa Cruz); M.A., Stanford (England) Dan Chiasson Laboratory University Associate Professor of English B.S., Mary Washington College of the Kristen Fay B.A., Amherst College; Ph.D., University of Virginia; M.S., Long Jocelyne L. Dolce Visiting Lecturer in Psychology Harvard University Island University Instructor in Biological Sciences B.A., Wellesley College; M.A., Ph.D., Laboratory A1 Tufts University Calvin T. Chin Lee Cuba B.Sc., M.Sc., University of Instructor in Physical Education, Professor of Sociology Rhode Island Oscar E. Fernandez B.S., Southern Methodist University; Recreation and Athletics A Assistant Professor of Mathematics M.A., M.Phil., Ph.D., Yale University Carlos G. Dorrien B.A., B.S., University of Chicago; Ed Cho Professor of Art Selwyn R. Cudjoe Ph.D., University of Michigan Visiting Lecturer in Economics Montserrat School of Visual Art, (Ann Arbor) B.A., University of California (San Margaret E. Defenbaugh and Diploma in Sculpture Diego); Ph.D., Massachusetts Institute LeRoy T. Carlson Professor in Daniel Fetter of Technology Comparative Literature Carol Dougherty Assistant Professor of Economics Professor of Africana Studies William R. Kenan, Jr. Professor of B.A., Wesleyan University; M.Sc., James David Christie B.A., M.A., Fordham University; Classical Studies London School of Economics and Wellesley College Organist Ph.D.,Cornell University B.A., Stanford University; M.A., Political Science; Ph.D., Harvard B.A., Oberlin College; M.M.A., New University of California (Santa A University England Conservatory of Music Thomas Orton Cushman Barbara); M.A., Ph.D., Princeton Defenbaugh de Hoyos Carlson University Paul Fisher A Suzanne Cleverdon Professor in the Social Sciences A1 Assistant Professor of American Studies Senior Music Performance Faculty in Professor of Sociology Marion Dry A.B., Harvard College; B.A., M.A., Keyboard Skills and Harpsichord B.A., Saint Michael’s College; M.A., Senior Music Performance Trinity College (Cambridge); M.A., B.M., M.M., New England Ph.D., University of Virginia Faculty in Voice M.Phil., Ph.D., Yale University Conservatory of Music Director, Music Performance Program Brett Danaher A2 A.B., Harvard University; M.M., Charles B. Fisk Courtney C. Coile Assistant Professor of Economics Northwestern University Phyllis Henderson Carey Professor Class of 1966 Associate Professor of B.S., Haverford College; Ph.D., of Music Economics University of Pennsylvania Theodore W. Ducas A.B., Harvard College; M.M.A., A.B., Harvard College; Ph.D., Professor of Physics Veronica Darer D.M.A., Yale University School Massachusetts Institute of Technology B.A., Yale University; Ph.D., of Music Senior Lecturer in Spanish Massachusetts Institute of Technology William F. Coleman M.A.T. School for International Nolan T. Flynn Professor of Chemistry Training/World Learning; Ph.D., Associate Professor of Chemistry B.S., Eckerd College; Ph.D., Indiana University of Florida B.A., St. Olaf College; Ph.D., University (Bloomington) University of Illinois

220 Faculty Claire Fontijn A2 Kathleen W. Gilbert Evelina Guzauskyte Miyuki Hatano-Cohen Associate Professor of Music Instructor in Geosciences Laboratory Assistant Professor of Spanish Visiting Lecturer in Japanese B.A., Oberlin College; Certificate, The B.A., Smith College; M.S., University B.A., Middlebury College; M.A., B.A., Tohoku Gakuin University Royal Conservatory of The Hague; of Miami M.Phil., Ph.D., Columbia University M.A., Ph.D., Duke University Kenneth S. Hawes Catherine Keane Gilhuly Vachik Hacopian Senior Lecturer in Education Elisabeth V. Ford Associate Professor of Classical Studies Instructor in Biological Sciences B.S., Massachusetts Institute of Assistant Professor of English B.A., Wesleyan University; M.A., Laboratory Technology; Ed.M., Ed.D., Harvard B.A., Yale University; M.A., Ph.D., Ph.D., University of California B.A., University of California University Harvard University (Berkeley) (Los Angeles); M.S., University of Massachusetts (Boston) David P. Hawkins Ryan K. Frace Lacy Gillotti Associate Professor of Geosciences Assistant Professor of History Instructor in Physical Education, Koichi Hagimoto B.A., Clark University; M.A., George B.A., Pennsylvania State University; Recreation and Athletics Assistant Professor of Spanish Washington University; Ph.D., M.A., Ph.D., University of Chicago B.S., Fitchburg State College; M.S., B.A., Soka University of America, Massachusetts Institute of Technology Springfield College M.A., Ph.D., University of Pittsburgh Rita Freed Gretchen Hayden-Ruckert Visiting Lecturer in Art Tracy R. Gleason David R. Haines Instructor in Physical Education, B.A., Wellesley College; Ph.D., Whitehead Associate Professor of Associate Professor of Chemistry Recreation and Athletics Institute of Fine Arts (New York Critical Thought B.A., Earlham College; Ph.D., University) Associate Professor of Psychology University of Illinois (Urbana) Michael J. Hearn A.B., Dartmouth College; Ph.D., Professor of Chemistry Richard G. French University of Minnesota Nadya S. Hajj B.A., Rutgers University; M.S., Louise Sherwood McDowell and Sarah Assistant Professor of Political Science M.Phil., Ph.D., Yale University Frances Whiting Professor of Astrophysics Sharon M. H. Gobes B.A., University of Virginia; M.A., Professor of Astronomy Assistant Professor of Neuroscience Ph.D., Emory University Simone Helluy Dean of Academic Afairs B.Sc., M.Sc., Ph.D., Ultrecht Senior Instructor in Biological B.A., M.S., Ph.D., Cornell University University (The Netherlands) Mona Lambracht Hall Sciences Laboratory Senior Instructor in Chemistry Maîtrise des Sciences, Doctorat, USTL Alice T. Friedman Stacie Goddard Laboratory (France); Ph.D., University of Alberta Grace Slack McNeil Professor Assistant Professor of Political Science B.A., Russell Sage College; Ph.D., (Canada) of American Art A.B., University of Chicago; M.A., Tufts University A Professor of Art M.Phil., Ph.D., Columbia University Beth Ann Hennessey A.B., Radcliffe College; M.Phil., Nancy Abraham Hall Professor of Psychology University of London; Ph.D., Lisa Graham Senior Lecturer in Spanish A.B., Brown University; M.Ed., Lesley Harvard University Evelyn Barry Director of the B.A., Smith College; M.A., Ph.D., College; Ph.D., Brandeis University Choral Program Harvard University Gale Fuller Lecturer in Music Mark S. Henry Music Performance Faculty in Voice B.A., Sonoma State College; M.M., Neal Louis Hampton Senior Music Performance Faculty in B.M., Peabody Conservatory of Music; D.M.A., University of Southern Conductor, Brandeis-Wellesley Orchestra Double Bass M.M., New England Conservatory California B.M., Eastman School of Music; B.M., Berklee College of Music; of Music M.M., Boston University M.M., University of Massachusetts CoriEllen Grande (Lowell) Charlene Galarneau Instructor in Physical Education, Hahrie Han Assistant Professor of Women’s and Recreation and Athletics Knafel Assistant Professor in the Jean Herbst Social Sciences Instructor in Computer Science Gender Studies A1 B.A., University of Massachusetts; Katherine Grandjean Assistant Professor of Political Science Laboratory M.A.R., Iliff School of Theology; Assistant Professor of History B.A., Harvard University; M.A., B.S., University of Wisconsin A.M., Ph.D., Harvard University B.A., Yale University; Ph.D., Harvard Ph.D., Stanford University (Madison); M.S., University of University Rhode Island Anjeana K. Hans Marie-Cécile Ganne-Schiermeier A2 Visiting Lecturer in French Laura Grattan Assistant Professor of German Rosanna Hertz M.A.,Ph.D., Boston University Assistant Professor of Political Science A.B., M.A., Ph.D., Harvard University Class of 1919 – 50th Reunion B.A., College of William and Mary; Professor of Women’s and Gender Corinne A. Gartner M.A., Ph.D., Duke University Thomas S. Hansen Studies and Sociology Instructor in Philosophy Professor of German B.A., Brandeis University; M.A., B.A., M.A., Stanford University Serena Grattarola B.A., M.A., Tufts University; Ph.D., Ph.D., Northwestern University Visiting Lecturer in Italian Studies Harvard University Elena Gascón-Vera M.A., University of California; A.M., Alison Hickey Professor of Spanish Harvard University Marianne Harkless Associate Professor of English Licenciatura, University of Madrid; Instructor in Physical Education, A.B., Harvard and Radcliffe Colleges; M.Phil., Ph.D., Yale University Nikki A. Green Recreation and Athletics M.A., M.Phil., Ph.D., Yale University Mellon Postdoctoral Fellow in Africana Barbara Geller Studies and Art David Harris Monica R. Higgins Professor of Religion B.A., Wesleyan University; M.A., Music Instructor in Jazz Trombone Postdoctoral Fellow in A.B., Princeton University; M.A., Ph.D., University of Delaware B.M., New England Conservatory Environmental Studies Ph.D., Duke University of Music B.S., University of Pittsburgh; M.S., Brenna W. Greer University of Michigan Nancy P. Genero Assistant Professor of History Gary C. Harris Associate Professor of Psychology B.A., Beloit College; M.A., Ph.D., Professor of Biological Sciences Ellen C. Hildreth A.B., Cornell University; M.A., Ph.D., University of Wisconsin (Madison) B.S., Bates College; M.S., Ph.D., Professor of Computer Science University of Michigan (Ann Arbor) University of Massachusetts (Boston) B.S., M.S., Ph.D., Massachusetts Alden Griffith Institute of Technology C. Pat Giersch A2 Assistant Professor of Jane Harrison Associate Professor of History Environmental Studies Music Instructor in Oboe Eric Hilt A B.A., Dartmouth College; Ph.D., Yale B.A., Wesleyan University; Ph.D., B.M., Ohio Wesleyan University; Associate Professor of Economics University University of California (Santa Cruz) M.M., Manhattan School of Music A.B., Occidental College; M.Phil., Ph.D., Columbia University Beth Gifford Scott E. Gunther Bunny Harvey Instructor in Physical Education, Associate Professor of French Elizabeth Christy Kopf Professor of Art Philip Steven Hirschhorn Recreation and Athletics B.A., Cornell University; D.E.A., B.F.A., M.F.A., Rhode Island School Professor of Mathematics B.S., Northeastern University Ecole Normale Superieure & Ecole des of Design B.S., Brooklyn College of City Hautes Etudes en Sciences Sociales; University of New York; Ph.D., J.D., Ph.D., New York University Massachusetts Institute of Technology

221 Faculty Edward Craig Hobbs Kristina Niovi Jones Yu Jin Ko Flavia Laviosa Professor of Religion Adjunct Assistant Professor of Professor of English Senior Lecturer in Italian Studies Ph.B., S.T.B., Ph.D., University of Biological Sciences B.A., Columbia University; M.A., B.A., University of Bari (Italy); M.A., Chicago Director, Wellesley College Cambridge University (Clare College); Ph.D., State University of New York Botanic Gardens Ph.D., Yale University (Buffalo) Thomas Peter Hodge B.S., Stanford University; Ph.D., Professor of Russian University of California T. James Kodera Anne Le Brun B.A., Pomona College; M.A., Oxford Professor of Religion Visiting Lecturer in Economics University; M.A., Ph.D., Stanford William A. Joseph A2 B.A., Carleton College; M.A., M.Phil., B.A., Swarthmore College; M.P.A., University Professor of Political Science Ph.D., Columbia University Harvard University; Ph.D., University B.A., Cornell University; M.A., Ph.D., of California (Berkeley) Randall Hodgkinson Stanford University Philip L. Kohl Music Instructor in Piano Kathryn Wasserman Davis Professor Amanda M. Leahy B.M., M.M., New England Joseph P. Joyce of Slavic Studies Instructor in Physical Education, Conservatory of Music Professor of Economics Professor of Anthropology Recreation and Athletics B.S.F.S., Georgetown University; B.A., Columbia University; A.M., B.A., Bowdoin College Soo Hong M.A., Ph.D., Boston University Ph.D., Harvard University Assistant Professor of Education Josh Lederman B.A., M.T., University of Virginia; Marion R. Just A2 Nancy Harrison Kolodny Visiting Lecturer in the Writing Program Ed.D., Harvard University William R. Kenan, Jr. Professor of Nellie Zuckerman Cohen and Anne B.A., Clark University; M.F.A., Boston Political Science Cohen Heller Professor of Health Sciences University Jennifer Hood-DeGrenier B.A., Barnard College; M.A., Johns Professor of Chemistry Assistant Professor of Biological Sciences Hopkins University; Ph.D., Columbia B.A., Wellesley College; Ph.D., Eun-Jo Lee B.A., Williams College; Ph.D., University Massachusetts Institute of Technology Visiting Lecturer in Korean Harvard University B.A., Ewha Women’s Univeristy; M.A., Stella Kakavouli Martina Königer University of Texas (Austin) Greg Hopkins Instructor in Computer Science Adjunct Assistant Professor of Music Performance Faculty in Laboratory Biological Sciences Sohie Moody Lee Jazz Trumpet B.S., National Technical University Diploma, Ph.D., University of Instructor in Computer Science Laboratory Janie E. Howland (Athens, Greece); M.S., Brown Würzburg (Germany) University B.S., Cornell University; M.S., Lecturer in Theatre Studies Joel Krieger Stanford University; Ph.D., University B.A., University of Pennsylvania; Gamil Kaliouby Norma Wilentz Hess Professor of of California (San Diego) M.F.A., Brandeis University Instructor in Physical Education, Political Science Recreation and Athletics B.A., Yale College; Ph.D., Harvard Sun-Hee Lee Yue Hu Assistant Professor of Korean Associate Professor of Physics B.A., Ain Shams University (Egypt); University M.A., Military Academy (Egypt) B.A., M.A., Ph.D., Yonsei University; B.S., Beijing University; M.S., Ph.D., Jennifer A. Kroll Ph.D., Ohio State University Cornell University Lidwien Kapteijns PERA Associate Professor of the Practice Yoon Sun Lee Jeff Hughes Elizabeth Kimball Kendall and Elisabeth B.S., Northwestern University; M.S., Hodder Professor of History University of Kentucky Associate Professor of Engish Lecturer in Biological Sciences A.B., Harvard College; Ph.D., Yale B.A., Boston University; M.S., B.A., Universiteit van Amsterdam; A2 M.A., University of London; Jens Kruse University University of Washington; Ph.D., Professor of German University of Rhode Island Doctoraal, Ph.D., Universiteit van Phillip Levine Amsterdam Staatsexamen, Universität Hamburg; M.A., Indiana University; Ph.D., Katharine Coman and A. Barton Nora Hussey Hepburn Professor of Economics Director, Theatre and Theatre Anastasia Karakasidou University of California (Los Angeles) Professor of Anthropology B.S., M.S., Cornell University; Ph.D., Studies Program Kyra Kulik-Johnson Princeton University B.A., Mundelein College B.A., College of Wooster; M.A., Brandeis University; M.A., Bryn Mawr Visiting Lecturer in Psychology A B.A., Boston College; Ed.M., Harvard Andrea Gayle Levitt Jonathan B. Imber College; M.Phil., Ph.D., Columbia Margaret Clapp ’30 Distinguished Jean Glasscock Professor of Sociology University University Graduate School of Education; Ph.D., Boston College Alumna Professor of French and B.A., Brandeis University; M.A., Linguistics Ph.D., University of Pennsylvania Margaret Keane Professor of Psychology Brian K. Kuscher B.A., Wellesley College; M.A., M.Phil., Michael Jeffries A.B., Harvard College; Ph.D., PERA Assistant Professor of the Practice Ph.D., Yale University Assistant Professor of American Studies Massachusetts Institute of Technology B.A., Franklin Pierce University; M.A., Concordia University Peggy Levitt A.B., Swarthmore College; Ph.D., Professor of Sociology Harvard University David Kelley Assistant Professor of Art Michelle LaBonte B.A., Brandeis University; M.S., Laura Jeppesen B.A., Trinity College; M.F.A., Visiting Lecturer in Biological Sciences Columbia University; Ph.D., Senior Music Performance Faculty University of California (Irvine) B.A., Princeton University; Ph.D., Massachusetts Institute of Technology in Viola da Gamba Harvard University Megan Kerr Clara Lieu B.A., Wheaton College; M.M., Yale Yuan-Chu Ruby Lam Visiting Lecturer in Art University Associate Professor of Mathematics B.A., Wellesley College; Ph.D., Professor of Chinese B.F.A., Rhode Island School of Design; Doug Johnson University of Pennsylvania B.A., M.A., Ph.D., Harvard University M.F.A., New York Academy of Art Senior Music Performance Faculty Karen Lange David Lindauer in Jazz Piano Pinar Keskin-Bonatti Assistant Professor of Economics Assistant Professor of Mathematics Stanford Calderwood Professor B.M., Michigan State University; B.A., Swarthmore College; M.S., of Economics M.M., New England Conservatory of B.A., Bilkent University; M.A., M.Phil., Ph.D., Yale University Ph.D., University of Chicago B.S., City College of City University Music of New York; A.M., Ph.D., Harvard Steve Langone Jeannine Johnson Julia King University PERA Assistant Professor of the Practice Music Instructor in Lecturer in the Writing Program Jazz-Rock-Latin Drums Heping Liu B.A., Haverford College; Ph.D., Yale B.A., Bowdoin College; M.A., Trinity College B.A., Berklee College of Music Associate Professor of Art University B.A., Guangzhou Institute of Foreign Courtney Lannert Jenny Olivia Johnson Athena E. Kirk Languages (China); M.A., Southern Visiting Lecturer in Classical Studies Associate Professor of Physics Methodist University; M.A., M.Phil., Assistant Professor of Music B.S., Brown University; M.A., Ph.D., B.A., Barnard College; M.M., A.B., Harvard College; M.A., Ph.D., Yale University University of California (Berkeley) University of California (Santa Manhattan School of Music; Ph.D., Barbara) New York University

222 Faculty Liang Kok Liung Nancy Marshall Tracy L. McGinnis Julia Hendrix Miwa Instructor in Physical Education, Adjunct Associate Professor of Music Performance Faculty in Bassoon Associate Professor of Chemistry Recreation and Athletics Women’s and Gender Studies B.M.A.S., University of Delaware; B.A., Haverford College; Ph.D., B.A., Oberlin College; M.A., M.M., New England Conservatory Massachusetts Institute of Technology Kenneth Loewit University of Connecticut (Storrs); of Music Theatre Production Manager Ed.D., Harvard University Tony Mohammed Mary Kate McGowan PERA Assistant Professor of the Practice Melinda Lopez Lance Alexander Martin Professor of Philosophy B.A., Kenyon College; M.A., St. Lecturer in Theatre Studies Music Instructor in Jazz Flute B.A., Wellesley College; M.A., Ph.D., Lawrence University B.A., Dartmouth College; M.A., Princeton University Boston University Meredith Martin A Katrin Monecke A Assistant Professor of Art Alison G. McIntyre Visiting Lecturer in Geosciences Adrienne Lucas B.A., Princeton University; M.A., Virginia Onderdonk ’29 Professor B.S., M.S., University of Hannover Assistant Professor of Economics Ph.D., Harvard University of Philosophy (Germany); Ph.D., Institute of B.A., Wesleyan University; M.A., A B.A., M.A., Tufts University; Ph.D., Technology (Zurich, Switzerland) Ph.D., Brown University Catherine Masson Princeton University Professor of French Katharine H.S. Moon Margery Lucas Licence, Maîtrise, Université de Haute Robin McKnight A Edith Stix Wasserman Professor Professor of Psychology Bretagne (Rennes); Ph.D., University Associate Professor of Economics of Asian Studies B.S., Pennsylvania State University; of Michigan (Ann Arbor) B.A., Amherst College; Ph.D., Professor of Political Science M.S., Ph.D., University of Rochester Massachusetts Institute of Technology A.B., Smith College; M.A., Ph.D., Irene Mata Princeton University Barry Lydgate Assistant Professor of Women’s Kim Katris McLeod Professor of French and Gender Studies Professor of Astronomy Marianne V. Moore A2 B.A., M.Phil., Ph.D., Yale University B.A., M.A., New Mexico State B.A., Cornell University; Ph.D., Associate Professor of Biological Sciences Kathryn L. Lynch University; Ph.D., University of University of Arizona B.A., Colorado College; M.S., Iowa Katharine Lee Bates and Sophie California (San Diego) State University; Ph.D., Dartmouth Tanya McNeill College Chantal Hart Professor of English Katherine Matasy Visiting Lecturer in Women’s and Dean of Faculty Afairs Senior Music Performance Faculty in Gender Studies Tyler Moore B.A., Stanford University; M.A., Clarinet and Classical Saxophone B.A., Wesleyan University; M.A., Norma Wilentz Hess Fellow in Ph.D., University of Virginia B.A., M.M.A., New England Ph.D., University of California Computer Science Paul MacDonald Conservatory of Music (Santa Cruz) B.S., University of Tulsa (Oklahama); Assistant Professor of Political Science Ph.D., University of Cambridge, (St. Y. Tak Matsusaka Craig McNutt John’s College, UK) B.A., University of California Associate Professor of History Music Performance Faculty in Percussion (Berkeley); M.A., Ph.D., Columbia B.A., Brandeis University; M.A., B.M., Hartt School of Music; M.M., Codruţa Morari University Ph.D., Harvard University Yale University; D.M.A., New England Assistant Professor of French Conservatory of Music B.A., Babes-Bolyai University Yoshimi Maeno Julie Ann Matthaei A Senior Lecturer in Japanese (Romania), B.A.,M.A., Ph.D., Professor of Economics Julia M. McPhee University of Paris III B.A., Baika Women’s College (Japan); B.A., University of Michigan (Ann PERA Assistant Professor of the Practice M.A., West Virginia University; Arbor); M.A., M.Phil., Ph.D., B.A., Middlebury College; M.A., Carolyn A. Morley Ed.M., Ed.D., Harvard University Yale University Trinity College Professor of Theatre Studies and Japanese A2 B.A., Oberlin College; M.A., Martin A. Magid Andrea Matthews Salem Mekuria Professor of Mathematics University of British Columbia; Ph.D., Senior Music Performance Luella LaMer Professor of Columbia University B.A., Brown University; M.S., Yale Faculty in Voice Women’s Studies University; Ph.D., Brown University A.B., Princeton University Professor of Art Andrew Mowbray Patricia Magill B.A., Macalester College; M.A., Visiting Lecturer in Art Heather Rose Mattila San Francisco State University B.F.A., Maryland Institute College Instructor in Physical Education, Assistant Professor of Biological Sciences Recreation and Athletics of Art; M.F.A., Cranbrook Academy B.Sc., Ph.D., University of Guelph Qing-Min Meng of Art B.S., Marquette University (Ontario, Canada) Senior Lecturer in Art Sherry D. Makerney B.F.A, Shanghai Teachers’ University; James Moyer Deborah C. Matzner M.F.A., Miami University (Ohio) Visiting Instructor in PERA Assistant Professor of the Practice Assistant Professor of Anthropology B.S., University of Northern Colorado Chemistry Laboratory B.A., Columbia University; M.A., Ifeanyi A. Menkiti B.S., Marquette University; M.S., Frances Malino Ph.D., New York University Professor of Philosophy Ph.D., Yale University B.A., Pomona College; M.S., Sophia Moses Robison Professor of Jewish Amanda M. McCarthy Studies and History Columbia University; M.A., New York Nancy Elliott Mukundan Senior Instructor in Chemistry University; Ph.D., Harvard University Instructor in Chemistry Laboratory B.A., Skidmore College; M.A., Ph.D., Laboratory Brandeis University A B.A., Wellesley College; Ph.D., Emory B.S., M.S., Syracuse University P. Takis Metaxas University Professor of Computer Science Stephen Anthony Marini Janet McDonough Elisabeth Luce Moore Professor of B.Sc., University of Athens (Greece); Daniel Munsey Senior Instructor in Biological Ph.D., Dartmouth College Instructor in Physical Education, Christian Studies Sciences Laboratory Professor of Religion A2 Recreation and Athletics B.S., Simmons College; M.S., Harvard Susan L. Meyer B.S., Colby-Sawyer College B.A., Dickinson College; Ph.D., University Professor of English Harvard University B.A., Johns Hopkins University; M.A., Craig N. Murphy Patrick J. McEwan A2 A2 University of California (Los Angeles); M. Margaret Ball Professor of Louise Marlow Associate Professor of Economics Professor of Religion M.A., M.Phil., Ph.D., Yale University International Relations B.A., University of Illinois (Urbana- Professor of Political Science B.A., Cambridge University; M.A., Champaign); M.A., Ph.D., Stanford Cercie Miller Ph.D., Princeton University B.A., Grinnell College; M.A., Ph.D., University Senior Music Performance Faculty in University of North Carolina A1 Jazz Saxophone Eugene Marshall Phyllis McGibbon (Chapel Hill) Assistant Professor of Philosophy Director, Wellesley BlueJazz Professor of Art Jacqueline Marie Musacchio Ph.D., University of Wisconsin B.F.A., M.F.A., University of Vicki E. Mistacco (Madison) Associate Professor of Art Wisconsin (Madison) Professor of French B.A., Wellesley College; M.A., Ph.D., B.A., New York University; M.A., Princeton University Middlebury College; M.Phil., Ph.D., Yale University

223 Faculty Eni Mustafaraj Kazuko Ozawa William W. Quivers Guy M. Rogers Norma Wilentz Hess Fellow in Lecturer in Japanese Associate Professor of Physics Mildred Lane Kemper Professor of Computer Science B.A., Sacred Heart University (Tokyo) B.S., Morehouse College; S.M., Ph.D., History and Classical Studies M.Eng., Polytechnic University of Massachusetts Institute of Technology B.A., University of Pennsylvania; B.A., Robert L. Paarlberg Tirana (Albania); Ph.D., Philipps- A1 University of London; M.A., Ph.D., Universität Marburg (Germany) Betty Freyhof Johnson ’44 Professor Mala Radhakrishnan Princeton University of Political Science Assistant Professor of Chemistry Jennifer Musto B.A., Carleton College; Ph.D., A.B., Harvard University; Ph.D., Wilfrid J. Rollman Visiting Lecturer in Women’s and Harvard University Massachusetts Institute of Technology Adjunct Associate Professor of Religion Gender Studies A B.A, Creighton University; M.A., B.A., DePaul University; M.A., Aaron Paradis Smitha Radhakrishnan Ph.D., University of Michigan University of California (Los Angeles) Instructor in Physical Education, Assistant Professor of Sociology Recreation and Athletics A.B., M.A., Ph.D., University of Lawrence A. Rosenwald Richard Newman B.S., Babson College California (Berkeley) Anne Pierce Rogers Professor Visiting Lecturer in Art A of American Literature B.A., Western Washington University; Sergio Parussa Carlos Ramos Professor of English M.A., Boston University Associate Professor of Italian Studies Professor of Spanish B.A., M.A., Ph.D., Columbia Laurea in Lettere, Università degli Licenciatura, Universidad Central de University James William Noggle studi di Torino (Italy); M.A., Ph. D., Barcelona; M.A., Emerson College; Professor of English Brown University Ph.D., Boston University Casey G. Rothschild B.A., Columbia University; Ph.D., A2 Assistant Professor of Economics University of California (Berkeley) Donna A. Patterson Valerie Ramseyer A.B., Princeton University; Ph.D., Assistant Professor of Africana Studies Associate Professor of History Massachusetts Institute of Technology Thomas Nolden B.A., University of Houston; M.A., A.B., Smith College; M.A., Ph.D., Professor of German Ph.D., Indiana University University of Chicago David Russell Staatsexamen, Universität Tübingen; A Music Performance Faculty in Cello M.A., Ph.D., Yale University Carol Ann Paul Nikhil Rao Director, Wellesley Chamber Music Senior Instructor in Neuroscience Assistant Professor of History A Society Julie K. Norem Laboratory B.A., Stanford University; M.A., B.M., Eastman School; M.M., Margaret Hamm Professor of Psychology B.A., Keele University (England) Ph.D., University of Chicago University of Akron; D.M.A., SUNY A.B., University of Chicago; Ph.D., (Stony Brook) University of Michiga Timothy Walter Hopkins Peltason Paul I. Reisberg Professor of English Adjunct Assistant Professor of Chemistry Dana Russian Manolo Núñez-Negrón A.B., Harvard College; M.A., Ph.D., B.S., Rensselaer Polytechnic Institute; Music Performance Faculty in Trumpet Assistant Professor of Spanish Yale University Ph.D., Rice University B.A., Colby College B.A., University of Peurto Rico (Rio Piedras, San Juan), M.A., New York T. Kaye Peterman Joy Renjilian-Burgy Markella B. Rutherford University; Ph.D., Harvard University Susan M. Hallowell and Ruby Frances Associate Professor of Spanish Assistant Professor of Sociology Howe Farwell Professor of Biological B.A., Mount Holyoke College; A.M., B.A., Mississippi College; M.A., Elizabeth Oakes Sciences Harvard University University of Memphis; Ph.D., Instructor in Chemistry Laboratory B.S., Texas A & M University; Ph.D., University of Virginia B.A., Bryn Mawr College; Ph.D., Duke University Dave Renninger University of Wisconsin (Madison) Instructor in Physical Education, Margery M. Sabin James Michael Petterson Recreation and Athletics Lorraine C. Wang Professor of English Pashington Obeng Associate Professor of French B.A., Connecticut College B.A., Radcliffe College; M.A., Ph.D., Associate Professor of Africana Studies B.A., Reed College; M.A., Columbia Harvard University B.A., University of Ghana; Th.M., University; Ph.D., University of Michèle M. Respaut Princeton Theological Seminary; California (Berkeley) Professor of French Gizem Saka Ph.D., Boston University Faculté des Lettres, Université de Visiting Lecturer in Economics Jessica Polito Montpellier; M.A., Assumption B.A., KOC University (Istanbul, Kimberly H. O’Donnell Lecturer in the Quantitative College; Ph.D., Brown University Turkey); M.S., Ph.D., Cornell Senior Lecturer in Biological Sciences Reasoning Program University A.B., Brown University; Ph.D., B.A., Harvard University; Ph.D., Susan M. Reverby Brandeis University University of California (Berkeley) Marion Butler McLean Professor Britt Salapek in the History of Ideas PERA Assistant Professor of the Practice James Oles Anjali Prabhu Professor of Women’s and Gender Studies B.S., M.S., Slippery Rock University Senior Lecturer in Art Associate Professor of French B.S., Cornell University; M.A., B.A., Yale University; J.D., University B.A., Jawaharlal Nehru University New York University; Ph.D., Boston Maria San Filippo of Virginia; M. Phil., Ph.D., Yale (India); M.A., Purdue University; University Visiting Lecturer in Cinema and University Ph.D., Duke University A Media Studies Daniela Rivera B.A., Wellesley College; M.A., New David Olsen Taryn Provencher Assistant Professor of Art York University; Ph.D., UCLA Assistant Professor of Art Instructor in Physical Education, M.F.A., Museum of Fine Arts (Boston) B.F.A., University of Washington Recreation and Athletics Katie Saylor (Seattle); M.A., M.F.A., University of B.A., Syracuse University Lois P. Roach Instructor in Physical Education, Wisconsin (Madison) Lecturer in Theatre Studies Recreation and Athletics Jennie E. Pyers B.S., Emerson College; M.A., Lesley B.A., Wellesley College Keri O’Meara Assistant Professor of Psychology College PERA Associate Professor of the Practice B.A., Smith College; Ph.D., University Nancy Scherer B.A., Montclair State University; of California (Berkeley) Nicholas L. Rodenhouse Jane Bishop ’51 Associate Professor Ed.M., Bloomsburg University Frost Professor in Environmental Science of Political Science Ato Quayson Professor of Biological Sciences B.A., Lafayette College; J.D., Emory Alejandra Osorio Mary L. Cornille Distinguished Visiting A.B., Hope College; M.S., Iowa State University; Ph.D., University of Associate Professor of History Professor in the Humanities University; Ph.D., Dartmouth College Chicago B.A., M.A., New York University; B.A., University of Ghana; Ph.D., Ph.D., State University of New York Cambridge University Lisa Rodensky Andrew Schultz at Stony Brook Barbara Morris Caspersen Associate Assistant Professor of Mathematics Ryan Alexander Quintana Professor in the Humanities B.S., Davidson College; M.S., Ph.D., Liz Owen Assistant Professor of History Associate Professor of English Stanford University Instructor in Physical Education, B.A., University of Tennessee B.A., Wellesley College; J.D., Harvard Recreation and Athletics (Knoxville); M.A., Ph.D., University Law School; Ph.D., Boston University B.A., University of Minnesota of Wisconsin (Madison)

224 Faculty Adam Schwartz Daniel Sichel Raymond James Starr Corrine Taylor Senior Lecturer in the Writing Program Distinguished Visiting Lecturer Theodora Stone Sutton Professor Senior Lecturer in the Quantitative B.A., Macalester College; M.A., in Economics of Classics Reasoning Program University of Chicago; M.F.A., Ph.D., B.A., M.P.P., University of Michigan; Professor of Classical Studies Director, Quantitative Reasoning University of Iowa Ph.D., Princeton University B.A., University of Michigan (Ann Program Arbor); M.A., Ph.D., Princeton B.A., College of William and Mary; Andrea S. Sequeira Marilyn Sides University M.S., Ph.D., University of Wisconsin Associate Professor of Biological Sciences Senior Lecturer in English (Madison) M.S., Ph.D., University of Buenos B.A., M.A., University of Utah; Ph.D., Filomina Chioma Steady Aires (Argentina) Johns Hopkins University Professor of Africana Studies Marc J. Tetel B.A., Smith College; M.A., Boston Associate Professor of Neuroscience Matthew Sergi Heddi Vaughan Siebel University; B.Litt., Ph.D., Oxford B.A., Northwestern University; Ph.D., Instructor in English Visiting Lecturer in Art University University of Massachusetts (Amherst) B.F.A., New York University B.F.A., Rhode Island School of Design; M.F.A., Yale University Katherine R. Mickley Steinmetz Shiao-Wei Tham Orit Shaer Visiting Lecturer in Psychology Assistant Professor of Chinese Luce Assistant Professor Linda M. Sieck B.S., Allegheny College; M.A., Ph.D., B.A., National University of Singapore; of Computer Science Instructor in Physical Education, Boston College M.A., Ph.D., Stanford University B.A., Academic College of Tel-Aviv; Recreation and Athletics M.S., Ph.D., Tufts University B.A., William Paterson College Christopher Stout A Sally A. Theran Assistant Professor of Political Science Assistant Professor of Psychology Carla Shalaby Edward Silver B.A., University of California B.A., Bates College; M.A., Ph.D., Visiting Lecturer in Education Assistant Professor of Religion (Riverside); Ph.D., University of Michigan State University B.A., M.Ed., Rutgers College; M.Ed., B.A., University of Minnesota (Twin California (Irvine) Harvard Graduate School of Education Cities), A.M., Ph.D., University of Marcia E. Thomas Chicago Suzanne E. Stumpf Senior Instructor in Biological Lois Shapiro A1 Senior Music Performance Faculty in Sciences Laboratory Senior Music Performance Faculty Susan E. Skeath Flute and Baroque Flute B.S., University of Massachusetts; in Piano Professor of Economics B.A., Wellesley College M.A., Smith College B.Mus., Peabody Institute of Music; B.A., Haverford College; M.A., Ph.D., M.Mus., Yale University School of Princeton University Jennifer Sullivan Rebecca Thornblade Music; D.Mus., Indiana University Instructor in Physical Education, Music Instructor in Cello School of Music (Bloomington) Christa D. Skow Recreation and Athletics B.M., Oberlin Conservatory; M.M., Instructor in Biological B.A., University of Wisconsin; M.S., The Juilliard School Kartini Shastry Sciences Laboratory Shippensburg University Assistant Professor of Economics B.S., Ph.D., University of Brian Tjaden A.B., Brown University; A.M., Ph.D., Massachusetts (Amherst) Yui Suzuki A Theresa Mall Mullarkey Associate Harvard University Assistant Professor of Biological Sciences Professor of Computer Science Stephen Slivan A.B., Bowdoin College; Ph.D., Duke B.A., Amherst College; M.S., Ph.D., Aaron Sheehan Instructor in Astronomy Laboratory University University of Washington Music Performance Faculty in Voice S.B., S.M., Ph.D., Massachusetts B.A., Luther College; M.M., Indiana Institute of Technology Joseph Swingle Lara Tohme University (Bloomington) A Lecturer in Sociology Knafel Assistant Professor in Quinn Slobodian B.A., Carleton College; M.A., Ph.D., the Humanities Andrew Shennan Assistant Professor of History Harvard University Assistant Professor of Art Professor of History B.A., Lewis & Clark College; Ph.D., B.A., University of Washington; Provost and Dean of the College New York University Andre Switala M.A., University of Oregon; Ph.D., B.A., M.A., Ph.D., Cambridge Visiting Lecturer in Economics Massachusetts Institute of Technology University (Corpus Christi College) Sally Sommers Smith A.M., Brown University; Ph.D., Lecturer in Biological Sciences Brown University Eiko Torii-Williams Vernon L. Shetley B.A., Grinnell College; Ph.D., Tufts Senior Lecturer in Japanese Professor of English University School of Medicine Jill Ann Syverson-Stork B.A., Kansai University (Osaka); A.B., Princeton University; M.A., Senior Lecturer in Spanish Ed.M., Ph.D., Boston University M.Phil., Ph.D., Columbia University Mingwei Song B.A., Smith College; M.A., Ph.D., Assistant Professor of Chinese Harvard University Donna R. Trainor Alan Shuchat B.A., Shandong University; M.A., Instructor in Chemistry Laboratory Professor of Mathematics Fudan University; M.Phil., Ph.D., Olga Talroze B.A., University of Rochester; Ph.D., B.S., Massachusetts Institute of Columbia University Coach/accompanist University of Akron Technology; M.S., Ph.D., University B.M., M.M, San Francisco of Michigan (Ann Arbor) Francesca Southerden Conservatory of Music Marie-Paule Tranvouez Assistant Professor of Italian Studies Senior Lecturer in French Neelima Shukla-Bhatt B.A., University of Oxford (Somerville Jenny Chui-Chun Tang D.U.T., Institut Universitaire de Assistant Professor of South Asia Studies College); M.A., Ph.D., University of Senior Music Performance Faculty in Technologie, (Brest); M.A., State B.A., M.A., Maharaja Sayajirao Oxford (Hertford College) Piano and Keyboard Skills University of New York (Stony Brook); University of Baroda (India); M.Div., Assistant Director, Wellesley Chamber Tessa Spillane Ph.D., University of California Ph.D., Harvard University Music Society (Santa Barbara) PERA Assistant Professor of the Practice B.M., M.M., New England Randy Shull B.A., Mount Holyoke College; M.S., Conservatory of Music Ann Trenk Professor of Computer Science Smith College Professor of Mathematics B.A., Humboldt State University; Qiuyan Tang Glenn Stark A.B., Harvard University; M.S., Ph.D., M.S., University of New Hampshire; Lecturer in Chinese Johns Hopkins University M.A., Ph.D., Dartmouth College Professor of Physics B.A., Nanjing Normal University; B.S., Massachusetts Institute of A2 A M.A., Fudan University Nina Tumarkin Frederic W. Shultz Technology; M.A., Ph.D., University Professor of History Professor of Mathematics of California (Berkeley) Jonathan Tannenhauser B.A., University of Rochester; M.A., B.S., California Institute of Visiting Lecturer in Mathematics Ph.D., Harvard University Technology; Ph.D., University of Jane E. Starkman A.B., Harvard University; M.A., Wisconsin (Madison) Music Instructor in Baroque Violin Ph.D., University of California Franklyn A. Turbak B.M., M.M., New England A (Berkeley) Associate Professor of Computer Science Olga Shurchkov Conservatory of Music S.B., M.S., Ph.D., Massachusetts Assistant Professor of Economics Institute of Technology B.A., Wellesley College; Ph.D., Massachusetts Institute of Technology

225 Faculty Marilyn T. Turnbull Lynne Spigelmire Viti Dorothy Webb Tom Zajac Senior Instructor in Chemistry Senior Lecturer in the Writing Program PERA Associate Professor of the Practice Music Performance Faculty in Laboratory B.A., Barnard College; M.A., B.A., University of the Pacific; M.A., Recorder and Early Winds B.A., Wellesley College; M.A., Columbia University; Ph.D., J.D., Brown University Director, Wellesley Collegium Musicum University of California (Berkeley) Boston College B.A., Northern Illinois University; Akila Weerapana M.F.A., Sarah Lawrence College James Turner A Ismar Volic Associate Professor of Economics Assistant Professor of Associate Professor of Mathematics B.A., Oberlin College; A.M., Ph.D., Ina Zdorovetchi Environmental Studies B.A., Boston University; M.A., Ph.D., Stanford University Music Instructor in Harp B.S., Washington and Lee University; Brown University B.M., Bucharest University of Music; A.M., Brown University; Ph.D., Adam Weiner B.M., Boston Conservatory; M.M., Princeton University Donna Volpe Strouse Associate Professor of Russian Boston University College of Fine Arts Instructor in Physical Education, B.A., M.A., Ph.D., University of Diane Tutin Recreation and Athletics Wisconsin (Madison) Paula Zeitlin Lecturer in Education B.A., Boston College; M.S., Psy.D., Senior Music Performance Faculty in B.A., Clark University; M.Ed., Nova Southeastern University Sarah Whitten Jazz Violin Framingham State College Music Instructor in Voice B.A., Earlham College; M.A., Lusike Wabuyele B.A., Connecticut College; M.A., University of Chicago L. Terrell Tyler, Jr. Visiting Lecturer in Africana Studies M.A., Ohio State University Associate Professor of English B.Ed., Kenyatta University; M.S., Weina Zhao B.A., Southwestern University Ph.D., Ohio University Ellen B. Widmer Lecturer in Chinese (Memphis); M.A., M.Phil., Ph.D., Mayling Soong Professor of B.A., Nanjing University; M.A., Yale University Maria Waller Chinese Studies Clark University Instructor in Geosciences Laboratory Professor of East Asian Studies Catherine Ulissey B.A., Wellesley College; M.S., B.A. Wellesley College; M.A., Fletcher Eve Zimmerman Instructor in Physical Education, University of Massachusetts School of Law and Diplomacy; M.A., Associate Professor of Japanese Recreation and Athletics A Ph.D., Harvard University B.A., University of Pennsylvania; B.A., Emerson College Sarah Wall-Randell Ph.D., Columbia University Assistant Professor of English Michael Wiest A Adam Van Arsdale A B.A., Wellesley College; M.Phil, St. Assistant Professor of Neuroscience Assistant Professor of Anthropology John’s College (Oxford University); B.A., Dartmouth College; M.D., Professors and B.A., B.S., Emory University; M.A., Ph.D., Harvard University Ph.D., Michigan State University Ph.D., University of Michigan Administrators Emeriti Helen P. Wang Jeremy B. Wilmer A1 Antoine van Dongen Professor of Mathematics Assistant Professor of Psychology Beverly J. Layman Ph.D. Music Performance Faculty in B.A., University of Wisconsin B.A., Williams College; Ph.D., Professor of English Violin and Viola (Madison); M.A., Ph.D., Harvard Harvard University Elizabeth Veeder B.A., Sweelinck Conservatory University M.D. Associate Physician, Health Service (Amsterdam) Tom Wilson David Ward Instructor in Physical Education, Gabriel H. Lovett Didem Vardar-Ulu Professor of Italian Studies Recreation and Athletics Ph.D. Professor of Spanish Assistant Professor of Chemistry B.A., University of East Anglia B.S.Ed., M.A., Central Missouri B.S., Bilkent University (Turkey); (England); M.A., Ph.D., Cornell State University Eleanor A. Gustafson M.S. Ph.D., Boston University University Paul M. Wink Librarian Carlos Alberto Vega A Lauri L. Wardell Class of 1949 Professor in Ethics David R. Ferry Ph.D. Professor of Spanish Senior Instructor in Physics Laboratory Professor of Psychology Sophie Chantal Hart Professor of English A.B., Columbia University; A.M., B.S., Fort Lewis College; M.S., B.A., M.A., University of Melbourne; University of Virginia; Ph.D., Harvard University of Kentucky Ph.D., University of California D. Scott Birney Ph.D. University (Berkeley) Professor of Astronomy Kera M. Washington Carlos M. Vega Senior Music Performance Faculty Ann D. Witte A Owen H. Jander Ph.D. Instructor in Physical Education, in African Diaspora Drumming Professor of Economics Catherine Mills Davis Professor of Music Recreation and Athletics Director, Yanvalou B.A., University of Florida; M.A., Elizabeth V. Rock Ph.D. B.A., Kenyon College; M.S., B.A., Wellesley College; M.A., Columbia University; Ph.D., North Nellie Zuckerman Cohen and Anne University of Massachusetts (Amherst) Wesleyan University Carolina State University Cohen Heller Professor of Health Sciences Ann Velenchik Lois Wasserspring Adele Wolfson A2 Professor of Chemistry Associate Professor of Economics Senior Lecturer in Political Science Nan Walsh Schow ’54 and Howard Rene Galand Ph.D. Director, Writing Program B.A., Cornell University; M.A., B. Schow Professor in the Physical Professor of French B.S.F.S., Georgetown University; Princeton University and Natural Sciences Ph.D., Stanford University Professor of Chemistry Eugene L. Cox Ph.D. Wesley Andres Watters B.A., Brandeis University; Ph.D., Mary Jewett Gaiser Professor of History Carla M. Verschoor Assistant Professor of Astronomy Columbia University Adjunct Assistant Professor of Chemistry B.S., M.S., Ph.D., Massachusetts Alice B. Robinson Ph.D. B.S., University of Illinois (Urbana); Institute of Technology Winifred Jane Wood Professor of History Ph.D., University of Wisconsin Senior Lecturer in the Writing Program (Madison) Catherine Wearing B.A., University of Illinois (Urbana); Doris Drescher Cook B.S. Assistant Professor of Philosophy M.A., University of Iowa; Ph.D., Secretary of the College and Clerk of the Maurizio S. Viano B.A., McGill University; Ph.D., University of Massachusetts (Amherst) Board of Trustees Professor of Cinema and Media Studies Harvard University Laurea in Lettere Moderne, University Austin B. Work Jeanne Darlington M.A. of Genova; Ph.D., University of Deborah Weaver Instructor in Physical Education, Instructor in Chemistry Laboratory Instructor in Physical Education, Oregon Recreation and Athletics Ellen Hall B.A. Recreation and Athletics B.A., Lewis and Clark College Wilton L. Virgo Certificate, London School of Instructor in Biological Sciences Diana Chapman Walsh Assistant Contemporary Dance Elizabeth Marie Young Laboratory Professor of Chemistry Assistant Professor of Classical Studies Andrew C. Webb Barbara Muise M.A. A.B., Princeton; Ph.D., Arizona B.A., Columbia University; Ph.D., Instructor in Biological Sciences State University Professor of Biological Sciences University of California (Berkeley) B.S., Ph.D., University of Laboratory Southampton (England)

226 Faculty Marcia Stubbs M.A. James F. O’Gorman Ph.D. Karl E. Case Ph.D. Lecturer in English Grace Slack McNeil Professor of the Katharine Coman and A. Barton Board of Trustees Director of the Writing Program History of American Art Hepburn Professor of Economics Alecia Ann DeCoudreaux J.D. Philip J. Finkelpearl Ph.D. Richard William Wallace Ph.D. Ann Congleton Ph.D. Chair Anne Pierce Rogers Professor of English Professor of Art Professor of Philosophy Indianapolis, Indiana Dorothea J. Widmayer Ph.D. Judith Claire Brown Ph.D. Rachel JacoffPh.D. Sidney R. Knafel M.B.A. Professor of Biological Sciences Professor of Physics Margaret E. Defenbaugh and Vice Chair LeRoy T. Carlson Professor in Theresa C. Yao B.A. Gerdès Fleurant Ph.D. Comparative Literature New York, New York Lecturer in Chinese Associate Professor of Music Professor of Italian Studies Shelly C. Anand B.A. Doris Holmes Eyges A.M. Barbara Leah Harman Ph.D. Micheline E. Jedrey M.S. Chapel Hill, North Carolina Lecturer in English Professor of English College Librarian Emerita Kenneth G. Bartels M.B.A. Katherine Allston GeffckenPh.D. Sonja E. Hicks Ph.D. Elizabeth C. Lieberman M.A. New York, New York Professor of Classical Studies Professor of Chemistry Instructor in Chemistry Laboratory M. Amy Batchelor B.A. Marshall Irwin Goldman Mary Rosenthal Lefkowitz Ph.D. Ph.D. Miranda Constant Marvin Ph.D. Boulder, Colorado Kathryn Wasserman Davis Professor of Andrew W. Mellon Professor in Professor of Art and Classical Studies Economics the Humanities Ruth J. Chang M.S. Professor of Classical Studies John G. Rhodes Ph.D. Cincinnati, Ohio Roger A. Johnson Th.D. Adjunct Assistant Professor of Art Elisabeth Luce Moore Professor of Harold E. Andrews III Ph.D. Alison Li Chung M.B.A. Christian Studies Professor of Geosciences Wilbur C. Rich Ph.D. Chicago, Illinois Professor of Religion William R. Kenan, Jr. Professor Lilian Armstrong Ph.D. of Political Science Alicia M. Cooney M.B.A. Ruth Anna Putnam Ph.D. Mildred Lane Kemper Professor of Art Boston, Massachusetts Professor of Philosophy R. Steven Schiavo Ph.D. Maud H. Chaplin Ph.D. Professor of Psychology Elaine Smith M.A. Virginia Onderdonk ’29 Professor of Thomas E. Faust, Jr.M.B.A. Instructor in Chemistry Laboratory Philosophy Alexia Henderson Sontag Ph.D. Boston, Massachusetts Professor of Mathematics Anne de Coursey Clapp Ph.D. Peter J. Fergusson Ph.D. Laura C. Gates M.B.A. Professor of Art Theodora L. and Stanley H. Feldberg Margaret Ellen Ward Ph.D. Charleston, South Carolina Professor of Art Professor of German Blythe McVicker Clinchy Ph.D. Sandra Polk Guthman B.A. Professor of Psychology Elissa Koff Ph.D. Claire Zimmerman Ph.D. Chicago, Illinois Margaret Hamm Professor of Psychology Professor of Psychology Paul A. Cohen Ph.D. Mahnaz Ispahani Ph.D. Edith Stix Wasserman Professor of Asian Jing-Heng Sheng Ma Ph.D. New York, New York Studies and History Mayling Soong Professor of Chinese Studies Dorothy Chao Jenkins B.A. James Herbert Loehlin Ph.D. Lakeland, Florida Professor of Chemistry Anthony C. Martin Ph.D. Professor of Africana Studies Lynn Dixon Johnston B.A. Ingrid H. Stadler Ph.D. Hanover, New Hampshire Professor of Philosophy Diana Chapman Walsh Ph.D. President Emerita Mary V. Lenihan M.A. William S. Kaiser M.B.A. Senior Instructor in Biological Howard J. Wilcox Ph.D. Wellesley, Massachusetts Sciences Laboratory Professor of Mathematics Katherine Stone Kaufmann Ed.D. Rodney J. Morrison Ph.D. Ann Streeter Batchelder Ed.D. Wellesley, Massachusetts Professor of Economics Professor of Physical Education, Stephen W. Kidder Recreation and Athletics J.D. Priscilla J. Benson Ph.D. Belmont, Massachusetts Professor of Astronomy Judith Rollins Ph.D. Professor of Africana Studies James T. Kloppenberg Ph.D. Beverly A. Blazar Ph.D. Cambridge, Massachusetts Associate Professor of Biological Sciences Lorraine Elena Roses Ph.D. Professor of Spanish Betsy Wood Knapp B.A. Mary D. Coyne Ph.D. Los Angeles, California Professor of Biological Sciences Elaine Spatz-Rabinowitz M.F.A. Professor of Art Ellen Goldberg Luger J.D. Laurel Furumoto Ph.D. Minneapolis, Minnesota Professor of Psychology Edward A. Stettner Ph.D. Ralph Emerson and Alice Freeman Laura Russell Malkin B.A. Margaret V. Merritt Ph.D. Palmer Professor of Political Science Professor of Chemistry London, United Kingdom Margaret D. ThompsonPh.D. Ellen R. Marram M.B.A. James Wilson Rayen M.F.A. Professor of Geosciences Elizabeth Christy Kopf Professor of Art New York, New York Mary Mennes Allen Ph.D. Pamela A. Melroy Alan Henry Schechter Ph.D. Jean Glasscock Professor of M.S. Professor of Political Science Biological Sciences Houston, Texas Susan S. Silbey Ph.D. Anne T. Gillain Ph.D. Ioannis Miaoulis Ph.D. Professor of Sociology Professor of French Boston, Massachusetts Barbara Miriam Brenzel Ed.D. Jerold S. Auerbach Ph.D. Ellen Gill Miller M.B.A. Professor of Education Professor of History McLean, Virginia Linda B. Miller Ph.D. Judith B. Black M.A., M.S. Nami Park M.B.A. Professor of Political Science Associate Professor of Art Boston, Massachusetts

227 Board of Trustees Beth K. Pfeiffer M.B.A. Lois Juliber M.B.A. Lincoln, Massachusetts Quogue, New York Presidents Administration Elizabeth Strauss Pforzheimer B.A. Hilda Rosenbaum Kahne Ph.D. Ada Howard Office of the President Scarsdale, New York Lexington, Massachusetts 1875–1881 H. Kim Bottomly Ph.D. Linda Cozby Wertheimer B.A. Amalie Moses Kass M.Ed. Alice Freeman Palmer President Washington, D.C. Lincoln, Massachusetts 1881–1887 Catherine R. Salop M.A. Patricia J. Williams J.D. George H. Kidder LL.B. Helen Shafer Assistant Vice President and New York, New York Concord, Massachusetts 1887–1894 Executive Assistant to the President Bunny Winter M.B.A. Gail Heitler Klapper J.D. Julia Irvine Marianne Brons Cooley M.B.A. Atlanta, Georgia Denver, Colorado 1894–1899 Clerk of the Board and Assistant to the President H. Kim Bottomly Ph.D. Edward P. Lawrence LL.B. Caroline Hazard ex officio Brookline, Massachusetts 1899–1910 Charna Mamlok Westervelt M.S. President of Wellesley College Robert A. Lawrence B.A. Ellen Fitz Pendleton Director of Internal Communications Wellesley, Massachusetts Dedham, Massachusetts 1911–1936 Josephine M. DeMaso M.A. Karen Gentleman M.B.A. Pamela Leach Lewis LL.M. Mildred McAfee Horton Assistant to the President ex officio Jamaica Estates, New York 1936–1949 Jill Downing B.A. President of the Wellesley College Administrative Assistant Alumnae Association Regina Montoya J.D. Margaret Clapp Indianapolis, Indiana Dallas, Texas 1949–1966 Office of Admission and Marianne Brons Cooley M.B.A. Suzanne Kibler Morris B.A. Ruth M. Adams Student Financial Services Clerk of the Board of Trustees & Houston, Texas 1966–1972 Jennifer C. Desjarlais M.Ed. Assistant to the President Suzanne Carreau Mueller B.A. Barbara W. Newell Dean of Admission and Needham, Massachusetts Westwood, Massachusetts 1972–1980 Financial Aid Trustees Emeriti Theresa Mall MullarkeyB.A. Nannerl Overholser Keohane Office of Admission Douglas Bennet Ph.D. Locust Valley, New York 1981–1993 Joy St. John J.D. Lyme, Connecticut Susan Marley Newhouse B.A. Diana Chapman Walsh Director of Admission Walter M. Cabot M.B.A. New York, New York 1993–2007 Milena Mareva ’01 M.A. Dedham, Massachusetts Horace S. Nichols B.S. H. Kim Bottomly Associate Director John S. Clarkeson M.B.A. Boston, Massachusetts 2007– Anna Young B.S. Brookline, Massachusetts George Putnam M.B.A. Associate Director Prudence Slitor Crozier Ph.D. Manchester, Massachusetts Lauren Dennis ’02 M.A. Wellesley, Massachusetts Norton Reamer M.B.A. Assistant Director Nader F. Darehshori B.A. Boston, Massachusetts Victoria George ’05 B.A. Wellesley, Massachusetts Meredith Riggs Spangler M.A. Senior Assistant Director Nelson J. Darling, Jr. LL.B. Charlotte, North Carolina Lucy Pelham B.A. Swampscott, Massachusetts John K. Spring M.B.A. Assistant Director Kathryn Wasserman Davis Ph.D. Concord, Massachusetts Youlim Yai ’04 B.A. Tarrytown, New York Nancy Angell Streeter B.A. Assistant Director Camilla Chandler Frost B.A. New York, New York Jane Kyricos B.A. Los Angeles, California Estelle Newman Tanner B.A. Admission Publications and M. Dozier Gardner M.B.A. New York, New York Communications Director Brookline, Massachusetts Dorothy Dann Collins Torbert Ron LeShane, Jr. B.S. Luella Gross Goldberg B.A. B.A. Admission Information Systems Minneapolis, Minnesota Dallas, Texas Office of Student Financial Lulu Chow Wang M.B.A. Margaret Jewett Greer B.A. Services Chevy Chase, Maryland New York, New York Dorothy Collins Weaver B.A. TBA Daniel S. Gregory M.B.A. Director, Student Financial Services Westwood, Massachusetts Coral Gables, Florida James Garrant B.A. Victoria J. Herget M.B.A. Manager, Student Accounts and Chicago, Illinois Educational Financing Barbara Loomis Jackson Ed.D. Lee Hanna New York, New York Senior Assistant Director Betty K. Freyhof Johnson M.A. Karensa MacGregor ’07, B.A. Cincinnati, Ohio Assistant Director, Financial Aid Judith Gaillard Jones B.A. Judy Mascari B.S. Pacific Palisades, California Student Financial Services Assistant Patricia Ramonat M.S. Associate Director of Financial Aid

228 Presidents/Administration Mary W. Roberts B.S. Office of Sponsored Research Office of Advising and Dori Peleg M.B.A. Associate Director of Systems, Academic Support Services Director, Internships and Service Operations, and Communications Kevin Chamness B.A. Learning Director John T. O’Keefe Ph.D. Denise Shearman B.S. Ellie Perkins M.A. Child Study Center Director, Advising and Academic Applications Specialist Support Services Director, Fellowship and Preprofessional Programs Pearl Smith B.S. Susan Kerr M.Ed. Dean of the Class of 2014 (A–F) Interim Educational Director Student Accounts Coordinator Joy P. Playter M.A. Sue G. Regnier Assistant to the Executive Director; Joan Tibbert A.S. Tracy R. Gleason Ph.D. Dean of the Class of 2014 (G–Z) Psychological Director Budget Manager Educational Financing Coordinator Susan R. Cohen Ph.D. Associate Professor of Psychology Irma Tryon Karen Tice Dean of the Class of 2013 Director of Recruiting Student Financial Services Assistant Jennifer Clifton Ed.M. Dean of Davis Scholars Lead Teacher Laura M. Till M.Ed. Jennifer Stephan Ph.D. Madeleine Korbel Albright Associate Director, Financial Aid Becky L. Geer M.Ed. Dean of the Class of 2012 Institute for Global Afairs Lead Teacher and Student Employment Lori I. Tenser M.Ed. Joseph P. Joyce M.A., Ph.D. Office of the Provost and Susan S. Ferguson B.S. Dean of First-Year Students Professor of Economics Lead Teacher Faculty Director Dean of the College Ruth A. Samia B.A. Annie P. Cohen Coordinator Kathleen Miller J.D. Andrew Shennan Ph.D. Assistant to the Director First-Year Students Office Program Director Provost and Dean of the College Professor of History Science Center Mary M. Holliday M.Ed. S. Joanne Murray Ed.M. Administrative Assistant Director, Madeleine Korbel Richard French Ph.D. Cathy Summa Ph.D. Office of the Class Deans Albright Institute for Global Affairs, Dean of Academic Affairs Science Center Director Wintersession and Internship McDowell and Whitin Professor Pforzheimer Learning & Kristina Jones Ph.D. Programs of Astrophysics Teaching Center Director, Botanic Gardens International Students and Kathryn Lynch Ph.D. Adjunct Assistant Professor of Nolan T. Flynn Ph.D. Dean of Faculty Affairs Biological Sciences Faculty Director Scholars Services Katharine Lee Bates and Sophie Associate Professor of Chemistry Karen Pabon M.A. Chantal Hart Professor of English Patricia A. Paul A.S. Office Manager Roberta Schotka Director, Slater International Center Advisor to International Students TBA Director of Programs Associate Provost and Academic Carol Gagosian B.A. and Scholars Administrative Assistant Kim Lancaster Director of Diversity and Inclusion Averie Sesskin M.A. Administrative Assistant Mary Pat Navins A.B. Knapp Social Science Center Assistant to the Director, Slater Assistant Provost for Academic and Pendleton East Nontraditional Student International Center Budget & Planning Courtney C. Coile Ph.D. Programs The Office of Intercultural Amy B. Chandler-Nelson A.S. Director Susan R. Cohen Ph.D. Education Budget and Academic Operations Director, Davis Degree Program Susan and Donald Newhouse Victor H. Kazanjian Jr. M.Div. Administrator Dean of Davis Scholars Center for the Humanities Dean of Intercultural Education & Ruth E. Frommer B.A. Center for Work and Service Religious and Spiritual Life Special Assistant to the Dean Carol L. Dougherty Ph.D. of Faculty Affairs and Clerk Director S. Joanne Murray Ed.M. Donna Matson B.S. of the Committee on Faculty William R. Kenan Jr. Professor of Executive Director; Director, Assistant to the Dean Appointments Classical Studies Madeleine Korbel Albright Institute Mared Alicea-Westort M.Ed. for Global Affairs Jessica Gaudreau B.A. Jane Jackson Assistant Dean of Intercultural Budget Analyst and Administrative Program Coordinator TBA Education & Advisor to Latina Assistant Associate Director; Director of Students Whitin Observatory Alumnae Career Programs Kathy Sanger B.A. Tracey Cameron M.Ed. Office Manager and Assistant to the Richard G. French Ph.D. Melissa Hawkins M.Ed. Assistant Dean of Intercultural Provost and Dean of the College Director Director, Service and Stipend Education, Director of Harambee McDowell and Whitin Professor Programs; Assistant Director House, Advisor to Students of Office of International Study of Astrophysics African Descent Dean of Academic Affairs Judith A. Kenney M.L.S. Jennifer Thomas-StarckM.A. Director of Technology; Librarian Leah M. Fygetakis Ph.D., G.C.E.C. Director Office of the Dean of Director of LGBTQ Programs and Kristy Liu B.A. Services Mireille McLaughlin M.A. Students Assistant Director, Recruiting and Assistant Director of Debra K. DeMeis Ph.D. Technology Karen Shih Ph.D. International Studies Dean of Students Assistant Dean of Intercultural Salwa Nur Muhammad Ed.M. Education & Advisor to Students of Office of the Registrar Michelle Lepore M.A. Assistant Director, Internships and Asian Descent Carol Shanmugaratnam Associate Dean of Students Service Learning B.A. Jennifer Williams B.S. Registrar and Assistant Dean of Linda Hilts B.A. Elizabeth O’Connell B.S. Assistant to Director of Harambee the College Administrative Assistant Director, Not-for-Profit and Public House Service Programs; Prelaw Advisor Anne Manning B.A. Director of Student Life Technology

229 Administration College Health Service Megan Jordan M.A. Debra D. DeVaughn J.D. Public Afairs Assistant Director of Student Senior Development Officer Vanessa Britto M.D., M.Sc. Activities Elizabeth Gildersleeve Director Lois M. Enos B.A. Assistant Vice President, Dorris Forde B.A. Assistant Director, Research Communications and Public Affairs Tanya C. Sullivan FNP-BC Event Scheduler, Student Activities Associate Director Corty Fengler M.A. Sofya C. Cabalquinto Senior Development Officer Director of Media Relations Mary Bonner Seay WHNP-BC Office for Finance and Women’s Health Nurse Practitioner Administration Kathryn K. Flynn B.A. Jennifer R. Hughes M.A. Andrew B. Evans M.B.A., C.P.A. Director, Development Services and Director of Publicity for the Arts Mozelle Soule MS, PA-C Donor Relations Physician Assistant–Certified Vice President for Finance and Sandy Kendall Treasurer Patricia Galindo B.S. Director of Online Communication TBA Director, Planned Giving Director of Health Education Lisa J. Barbin M.B.A. Soe Lin Post B.A., M.F.A. Chief of Police Martha Gaudet M.B.A., M.S.F. Director of Design, Amy Veale M.D. Robert S. Bossange B.A. Assistant Director, Development Communications and Public Affairs Staff Physician Services Information Systems Assistant Vice President for Library and Technology Jodi Colman R.H.I.A. Administration Courtney E. Greene B.A. Office Manager Services Eloise See McGaw M.A. Associate Director, Annual Giving Ganesan Ravishanker, Ph.D. Lisa Keefe R.N. Assistant Vice President and Kristina L. Grinder B.A. Chief Information Officer Associate Clinical Coordinator Director of Human Resources & Assistant Director, Friends The Office of Religious & Equal Opportunity Marketing Veronica Brandstrader B.A. Director, Communication, Spiritual Life Annick F. Mansfeld Ph.D. Kimberly A. Hokanson D.Ed. Administration & Planning Research Analyst Director, Annual Giving Victor H. Kazanjian Jr. M.Div. S. Terry Ballantyne M.S. Dean of Intercultural Education & Donna Ng M.B.A., C.P.A. Samuel A. Howe Director, Enterprise Solutions Religious and Spiritual Life Associate Vice President for Finance Senior Development Officer Kenneth Freundlich B.A. Donna Matson B.S. Peter D. Zuraw B.S. Gail W. Jong Director, Emerging Technologies Assistant to the Dean Assistant Vice President for Facilities Director, External Relations Management and Planning Eileen D. Hardy M.L.S. Najiba Akbar M.S.W. Mayumi A. Knudsen B.F.A. Director, Library Collections Muslim Chaplain Investment Office Assistant Director, Leadership Gift Stewardship Heather Woods B.A. Pamela Barz M.Div. Debby Kuenstner ’80 Director, Research & Instructional Unitarian Universalist Chaplain Chief Investment Officer Nicole A. LeBlanc M.A. Support Associate Director, Marketing David Bernat Ph.D. Louis E. Sousa Associate Director Hillel & Director, Investmens Maria L. Lockheardt The Davis Museum and Jewish Chaplain Senior Development Officer for Arts Cultural Center Kathleen R. Browne Nancy Corcoran C.S.J., M.T.S. Director, Investments Amy R. Michelson M.A. Lisa Fischman Ph.D. Catholic Chaplain & Director Associate Director, Development Ruth Gordon Shapiro ’37 Director Ray Oquendo Newman Catholic Ministry Services Director, Investment Operations Dennis McFadden M.Arch. Vaishali Chandrashekar B.Arch. Meredith L. Morgan B.A. Associate Director Rose C. Carpenter Hindu Advisor Assistant Director, Research Alternative Assets Manager Rebecca Dolloff The Reverend Mark D. W. Deborah A. Mulno B.A. Executive Assistant to the Director Susan J. M. Devlin Edington Associate Director, Development M.Div., M.A.L.D. David J. Accorsini B.S. Office Manager Services for Gifts and Records Protestant Chaplain Security Manager Jena Glasscock Office for Resources and Karen Ossen B.A. M.S. Andrew Daubar B.A. Associate Director, Corporate and Liaison to the Evangelical Christian Public Affairs Assistant Preparator Community Foundation Relations Resources Molly Eberle B.A. Ji Hyang Padma Robert W. Phifer B.A. B.A. Office Assistant, Friends of Art Buddhist Advisor & Director of Cameran Mason M.P.A. Senior Philanthropic Advisor Spirituality in Education Vice President Sandy Petrie Hachey B.A. Emily Randall B.A. Assistant Registrar Patti Sheinman M.Ed., L.C.S.W. Julia Parrillo B.A. Assistant Director, Annual Giving Director Hillel Assistant Vice President Dabney Hailey M.A. Colleen Sexton B.A. Linda Wyatt Gruber ’66 Curator William S. Bennett M.P.A. Assistant Director of Research Residential and Campus Life Senior Development Officer of Painting, Sculpture, and Kristine M. Niendorf Ed.D. Ann Stout A.S. Photography Susan L. Berry B.A. Assistant Director, Development Director of Residential and Elaine Mehalakes M.A. Associate Director, Stewardship Services/Planned Giving Campus Life Nancy Gray Sherrill ’54 Kemper Dennis S. Boyer M.B.A. Administrator Donald C. Leach M.Div. Curator for Academic Programs Senior Development Officer Rebecca H. Yturregui B.A. Assistant Director of Residential Life Alexa Miller M.A. Pauline B. Carpenter B.A. Director, Marketing and Sandra Kim Ed.M. Curator of Education Senior Development Officer Stewardship Office Coordinator, Residential Life Bo Mompho B.A. Sheila Zarba-Campbell B.A. Laura E. Christian M.Ed. Director of Collection Management Senior Development Officer Associate Director, Annual Giving Care and Museum Registrar

230 Administration Jim Olson M.A. Alumnae Association Susan Challenger ’76 Coordinator of Information Alumnae Board of Directors ex officio Technology Services Executive Director President Association Alice Hummer Richard Peterson Karen Gentleman ’77 ex officio Security Supervisor (2009–2012) Alumnae Office Editor, Wellesley Magazine Indianapolis, Indiana John Rossetti B.F.A. Susan Challenger ’76, B.A., M.Sc., Kathy Stone Kaufmann ’67 Museum Preparator/ M.B.A. Treasurer/Secretary Collection Care Specialist ex officio Executive Director Debra Drew DeVaughn ’74 Trustee, Chair, Wellesley Elizabeth Wyckoff (2010–2011) Ph.D. Laura St. Germain Adamczyk ’87, Development and Outreach Council Assistant Director for Chestnut Hill, MA B.A. Alumnae Trustees Curatorial and Education Assistant to the Executive Director Anne Crary Berger ’91 Curator of Prints and Drawings Clerk of the Board Chair, Alumnae Admission Linda Cozby Wertheimer ’65 Representatives (2006–2012) Wellesley Centers Greg Jong B.S. (2007–2011) Washington, District of Columbia for Women Financial Administrator San Francisco, California Shelly Anand ’08 Interim Executive Committee: Susan Lohin B.S. Sandra Yeager ’86 Young Alumnae Trustee Director, Alumnae Connections Jean Murphy M.P.P. Chair, Annual Giving (2010–2013) Deputy Director for Finance and Karen Kerns ’97, B.A. (2008–2012) Chapel Hill, North Carolina Administration Senior Assistant Director, Christiana, Pennsylvania Nami Park ’85 Alumnae Groups Donna Tambascio B.S. Paulina PoncedeLeon Barido ’05 (2007–2013) Deputy Director for Heather Tromblee B.A. Young Alumna Director Beijing, China Communications and External Director, Events (2008–2010) Ruth Chang ’81 Relations New York, New York Cindy Tashjian M.A. (2008–2014) Barbara Hayes Ed.M. Assistant Director, Events Karen Capriles Hodges ’62 Cincinnati, Ohio Director of Development (2008–2012) Tom Haas B.A. Sandra Polk Guthman ’65 Phoenix, Arizona An expanded list of research and Assistant Director of (2010–2016) program staf is available at Communications Inyeai Ororokuma ’79 Chicago, Illinois wcwonline.org (2008–2012) Alice M. Hummer B.A. Maineville, Ohio Stone Center Counseling Editor, Wellesley Magazine Willajeanne McLean ’77 Services Lisa Scanlon ’99, B.A. (2009–2012) Associate Editor, Wellesley Magazine Robin Cook-Nobles Ed.D. Hartford, Connecticut Director Michelle A. Gillett ’95, B.A. Aniella Gonzalez ’93 Director, Alumnae Technology and Angela Guerrero M.S.W., (2009–2013) Communications L.I.C.S.W. Miami, Florida Assistant Director and Anne Springsteen ’01, B.A. Mei-Mei Tuan ’88 Coordinator of Training Assistant Director, Alumnae (2009–2013) Technology TBA Short Hills, New Jersey Staff Psychologist and Coordinator Georgia Murphy Johnson of Group and Outreach Activities ’75 (2009–2013) Wendy Huang Ph.D. Brookline, Massachusetts Staff Psychologist Katherine Collins ’90 George Ellsworth M.D. (2010–2014) Consulting Psychiatrist Boston, Massachusetts Alex Prior L.I.C.S.W. Suzy Lebold ’85 Staff Social Worker (2010–2014) Ellen Tucker M.S., P.C., N.P. Chicago, Illinois Clinical Nurse Practitioner Martha Goldberg Aronson ’89 Jane Ward R.N., M.S.N., C.S. (2010–2014) Clinical Nurse Practitioner and Minneapolis, Minnesota Therapist Shelley Sweet ’67 Ann Hughes M.A. (2010–2014) Office Manager Palo Alto, California Cindy Verdelli Office Assistant

231 Alumnae Association Biological chemistry, Counseling and advising resources, Index interdepartmental major, 51-52 11, 16 Biological sciences courses, 52-58 Courses of instruction, 25-218 Academic advising, 16 Black student cultural and social center, 6 legend, 25 Academic calendar 2011-12, 1 Board of Trustees, 227-228 Criteria for admission, 12-13 Academic distinctions, 16-17 Botanic Gardens, 5 application, 12 honors, 16 Buildings, see Campus campus visit, 13 other academic distinctions, 16-17 college board tests, see standard tests Academic policies and procedures, 15 Calendar, academic, 1 general requirements for first-year Academic requirements for financial Campus, see facilities and resources student applicants, 12 aid, 21 Campus Center, Lulu Chow Wang, 8 interview, 12-13 Academic support, 16 Campus life, 9-10 standard tests, 13 academic advising, 16 Campus map, 234 Cultural Center, see Davis Museum and Learning and Teaching Center, Campus visit, 13 Cultural Center, 5 Pforzheimer, 16 Career Center, see Center for Work Cultural Center for African American Accelerating candidates, 13 and Service Students, 6 Additional academic opportunities, 15 Career counseling, 12 Curriculum, 15 Administration, 228-231 CEEB, see standard tests Admission, 12-15 Center for the Humanities, Newhouse, 7 Davis Degree Program, 14-15 see admission plans Center, media and technology, 6 Davis Museum and Cultural Center, 5 see nontraditional students Center, Multifaith, 6 Davis Scholars see criteria for admission Center for Research on Women, see admission, 15 see international students Wellesley Centers for Women financial aid for, 22 see transfer student admission Center, Schneider, 7 Deferred entrance, 13 Admission application, 12 Center, social science, 6 Departmental honors, see honors Admission of transfer students, 14 Center, Wang Campus, 8 Disabilities, see services for students with Admission plans, 13 Center for Work and Service, 12 disabilities accelerating candidates, 13 career counseling, 12 Division of student life, 8-12 deferred entrance, 13 community service, 12 Dormitories, see residence halls early decision, 13 fellowships, 12 Drama, see theatre studies early evaluation, 13 graduate schools, 12 regular decision, 13 internships, 12 Early decision admission, 13 Advising, academic, 16 job search, 12 Early evaluation admission, 13 African American student, cultural, and library, 12 East Asian languages and literatures, social center, 6 references, 12 department of, 80-86 Africana studies, 26-30 recruiting, 12 East Asian studies, interdepartmental Alternative Educational Loans, 20 summer stipends, 12 major, 86-87 Alumnae Centers for Women, see Wellesley Economics courses, 88-92 association, 231 Centers Education courses, 92-95 board of directors, 231 for Women Emeriti hall, 8 Chapel, Houghton Memorial, 6 administrators, 226-227 trustees, 231 Chaplaincy, see religious and spiritual life professors, 226-227 American studies, Chemistry courses, 58-61 Employment, student, 21 interdepartmental major, 30-33 Chinese courses, 81-83 English courses, 95-103 Anthropology courses, 33-37 see East Asian languages and literatures Environmental studies, Application form, Chinese studies, see East Asian studies interdepartmental major, 103-107 admission, 12 Cinema and media studies, Extradepartmental courses, 107-108 financial aid, 21 interdepartmental major, 62-68 Applying for graduate fellowships, 23 Classical studies courses, 68-73 Facilities and Resources, 5-8 Arabic courses, classical civilization, 69-71 Center for Research on Women, 8 see Middle Eastern studies classical studies, 71-73 chapel, Houghton Memorial, 6 Architecture, greek, 71-72 child study center, 5 interdepartmental major, 38-39 latin, 72-73 classrooms, 5 Archives, 6-7 Classrooms, 5 computer facilities, 5 Art courses, Cognitive and linguistic sciences, continuing education house, 5 history of, 39-45 interdepartmental major, 74-75 Davis Museum and Cultural Center, 5 studio, 45-48 College, description of, 4-5 greenhouses, see Botanic Gardens Arts Center, Jewett, 6 College Board tests, see standard tests Jewett Arts Center, 6 Assistance for families not eligible College Club, 8 observatory, Whitin, 8 for aid, 22 College Counseling Service, 11 President’s House, 7 Astronomy courses, 49-50 College government, 10 Science Center, 7 Astrophysics, interdepartmental major, 51 College health service, 11-12 society houses, 7 Athletic facilities, 6 Community service, 12 Wellesley Centers for Women, 8 Athletics, see physical education and Comparative literature, Wellesley College Club, 8 athletics courses structured individual major, 75-77 Faculty, 219-227 Computer facilities, 5 Federal Parent Loan for Undergraduate Bachelor of arts degree, Computer science courses, 77-80 Students (PLUS), 20 Davis Scholars, 14-15 Conference, Federal Unsubsidized Stafford Loan, 20 Billing and Payment, 18-19 Ruhlman, 16 Federal work-study, 21 cash, check, or money order, 19 Tanner, 16 Fees and Expenses, 17-18 monthly plan, 19 Contents, Table of, 2 general deposit, 18 outside scholarships or grants, 19 Continuing Education, see nontraditional high school student fees and payment procedures, 18-19 students refunds, 20 Tuition Stabilization Plan, 19 admission, 15 refund policy, 19-20 wire transfer, 19 Costs, 17-20 student accident and insurance see fees and expenses program, 18 see financing options student activity fee, 18 see payment plans tuition refund plan, 18

232 Index Fellowships, Inquiries, visits and correspondence, 3 Neuroscience, Stipends, see internships funding information, 22-23 Insurance, medical, 18 interdepartmental major, 156-158 resources graduate, 22-23 International Center, Slater, 7 Nontraditional students, 14-15 Student activity fee, 18 Film and video courses, see cinema and International Relations, Student Accident and Insurance media studies interdepartmental majors, 134-135 Observatory, Whitin, 8 program premium, 18 Financial Aid, 20-22 International students, 7, 13-14 Online course information, 15 Student government, 10 academic requirements, 21 admission of, 13-14 Orchestra, 9, 156 college government, 10 application due dates, 21 applying from U.S. high schools, 14 Outside scholarships or grants, 19 honor code, 10 applying for, 21 financial aid for, 21 Student life, division of, 8-12 assistance for families not eligible, 22 transfer applicants, 14 Parent Loan for Undergraduate Students Student organizations, 9 Davis Scholars, 22 U.S. citizens living abroad, 13 (PLUS), 20 Student parking, 7 grants, 21 International Study, 15 Parking, 7 Student records, confidentiality of,inside international students, 21 Internships Payment plans back cover loans, 21 information on, 12 monthly plan, 19 Student residence life philosophy, 8-9 repayment of loans from the Interview, admission, 12-13 Monthly Plan through Tuition college health service, 11-12 college, 21 Italian studies, 135-138 Management Systems (TMS), 19 counseling, 11 ROTC scholarships, 21 Prepaid Tuition Stabilization Plan, 19 religious and spiritual life, 11 town tuition grants, 21 Japanese courses, 83-85 student account payment, 18-19 residence halls, 7, 10-11 verification of, 21 see East Asian languages and literatures Peace and justice studies, services for students with Wellesley Students’ Aid Society, 22 Japanese studies, see East Asian studies individual major and minor, 158-160 disabilities, 11 work, 21 Jewish studies, Philosophy courses, 160-164 Stone Center Counseling Service, 11 Financial assistance for families not interdepartmental major, 139-140 Physical education and athletics courses, Students eligible, 22 Jobs 164-165 international and transfer, 13-14 Financing Options, 20 recruiting, 12 Physical education facilities, 6 nontraditional students, 14-15 alternative educational loans, 20 search, 12 Physics courses, 166-169 Students’ Aid Society, Wellesley, 22 Federal Direct Parent Loan for work, 12, 21 Placement examinations, see individual Studio art courses, 45-48 Undergraduate Students (PLUS), 20 departments Studios, audio and video production, 6 Federal Direct Unsubsidized Stafford Korean, Language and Culture, 81 Political science courses, 169-177 Sustainability Certificate Program, Loan, 20 Postbaccalaureate study, 15 202-203 MEFA, 20 Language studies, see cognitive and admission, 15 First-year courses, 108-111 linguistic sciences Premiums, Student Accident and Theatre studies First-year student, Latin courses, 72-73 Insurance Program, 18 interdepartmental major, 204-206 admission requirements, 12 Latin American studies, Prepaid Tuition Stabilization Plan, 19 Town tuition grants, 21 parking, 7 interdepartmental major, 140-141 Presidents, 228 Transfer student admission, 14 French courses, 112-117 Learning and Teaching Center, President’s house, 7 Transportation, 7-8 French cultural studies, Pforzheimer, 16 Professors emeriti, 226-227 Travel directions, 235 interdepartmental major, 117-118 Legal studies, courses in, 216-217 Psychology courses, 177-181 Trustees, Freshman, see first-year student Library, 6-7 alumnae, 231 astronomy, 8 Quantitative reasoning program, 182 Board of, 227-228 General deposit, 18 Linguistics, see cognitive and linguistic Quantitative reasoning requirement, 182 Tuition, see payment plans General requirements for first-year sciences, 74-75 Tuition Refund Plan, 18 student applicants, 12 Literature in translation, courses in, 217 Recreation, see physical education and Tuition Stabilization Plan, 19 Geology, see geosciences Loans, 21 athletics courses Tuition Management Systems (TMS), Geosciences courses, 118-121 Loan plans, see financing options Recruiting, 12 monthly plan, 19 German, 121-123 Federal Direct Parent Loan for References, 12 German studies, 124 Undergraduate Students (PLUS), 20 Refund Policy, 19-20 U.S. citizens living abroad, Graduate Fellowships, 22-23 Federal Direct Unsubsidized Stafford Regular decision admission, 13 admission of, 13-14 for Wellesley College alumnae in Loan, 20 Religion courses, 183-189 Unsubsidized Stafford Loan, 20 Asia, 23 MEFA, 20 Religious and spiritual life, 11 Urban Studies, courses in, 218 for Wellesley College graduates, 22-23 Repayment of loans from the college, 21 for Wellesley College graduating Major, see individual department Research or individual study, 15 Visits, 3, 13 seniors, 22 Marine Studies Consortium, 107-108 Residence halls, 7, 10-11 for women graduates of any American Massachusetts Educational Financing Resources, facilities and, 5-8 Web site, see Wellesley College Web site institution, 23 Authority (MEFA), 20 ROTC scholarships, 21 Wellesley Centers for Women, 8 instructions for applying, 23 Mathematics courses, 142-145 Russian area studies, Wellesley College Center for Research on Grants, 21 Meal plan, 11 interdepartmental major, 191-192 Women, 8 Greek courses, 71-72 Media arts and sciences, Russian courses, 189-191 Wellesley College Club, 8 Green Hall, 5 interdepartmental major, 145-147 Wellesley College Web site, 3 Greenhouses, see Botanic Gardens Medical insurance premium, 18 SAT test dates, see standards tests Wellesley Students’ Aid Society, 22 Medieval/Renaissance studies, Scholarships and fellowships, 21, 22-23 Women’s research center, 8 Health and society, courses in, 216 interdepartmental major, 147-149 Scholastic assessment and achievement Women’s studies courses, 207-211 Health Service, 11-12 MEFA, 20 tests, 13 Work, see employment, student medical insurance, 18 Middle Eastern studies, Science Center, 7 Writing program courses, 211-216 Hebrew courses, see Jewish studies interdepartmental major, 149-151 Services for students with disabilities, 11 Writing requirement, 211 High school student fees and refunds, 20 Minor, see individual department Society houses, 7 Hillel, see religious and spiritual life Mission, 4 Sociology courses, 192-196 Zipcar, 8 History courses, 125-134 Multifaith Center, 6 South Asia studies, courses in, 196-198 History of art courses, 39-45, 48 Museum and Cultural Center, Davis, 5 Spanish courses, 198-202 Honor code, 10 Music courses, 151-156 Special Academic Programs, 15 Honors, 16-17 performing music, 152-153, 155 international study, 15 see also academic distinctions performing organizations, 155-156 Sports Center, Nannerl Overholser Keohane, 6 Sports facilities, 6 Standard tests, 13 Statistics, courses in, 217-218

233 Index Campus Map ce Child Study Center O

32 y

Nehoiden 28

Entr Golf Course EAST vestment In 31 College Club Overflow Lo t 28 Nehoiden Hous e 39 Admission Parking Dower Lo t e 30 Lo t Gray Lo t Club 29 Colleg fice 33 e 34 ellesley 35 W Colleg Club Admission Of Whitin Observatory Eas t Campu s 27 36 26 - - Alexandr a Botanic Garden Arboretu m Hunnewell shington Street shington Street Wa Wa ban House Wa Cheever House 756 828 37 38

24 Chape l Green Hall Green

25 n pelo Quad

Founders Lane Tu Academi c 11

23 Pendleto 22 TION

19 21 Jewett AD S TH S OLLEGE BUILDINGS ARKING 20 RO PA PUBLIC BUILDING S C P INFORMA

seum Clapp Library

Lot

Mu 10 9 Green Severance Davis Museum Collins Cinema TIVE ] 18 7 8 12 CH 2009 EFFEC MAR nter [ E5 st 17 Ce [ G2 ] 4 ] ] ry ] ] We ] Campu s vato ng Entr y t [ D3 ] WES T 6 wn [ C2 ] Wa Campus Center 16 Police our -Davis [ F4 eta Epsilon [ E5 ] er [ D2 ] verance [ D4 wer C rrace La rrace

aban House [ F6 ]

r sito 40 Lawn eta Alpha [ E4 au Z Te Te To Z T W Whitin Obser Stone Stone Center [ G3 Simpson [ G3 ] Slater International Shaf Shakespeare [ D3 Se

13 5

Vi g Parkin e 15 lley aban 40 17 23 22 37 36 26 33 34 20 10 12 18 Va als h Alumna e Hall W Alumna ] 14 ] ] Lake W ] ] vices [ A1 ] ] ] ] ] ] 3 vices [ G3 s House [ G6 ] t’ Lawn Even t Afee [ H4 esiden omeroy [ D1 olice [ C1 s Pr Schneider [ E4 P P Nehoiden House [ H5 ] Physical Plant [ D2 Munger [ E1 Mc Lake House [ C3 ] Maintenance Ser Homestead/Instead [ H5 Health Ser Harambee [ E4 Greenhouses [ G3 Keohane Field Sports Center Athletic 27 25 9 6 39 4 11 32 15 1 28 34 19 35 e P s ] ] ] Field Athletic Entr y DC Lo t ] ] ] ] acility [ C1 nter [ A2 T LABELED ON MA Ce ] ]

] t Lo DC ing F rk Pa antes [ C3 wer [ G4 ball and ields ntinuing Education [ E5 rv CILITIES NO 2 eeman [ H4 ] ft Fr Event Lawn [ B2 Do Distribution Davis Cla in [ C4 ] Co Cheever House [ F6 Ce Billings [ E4 ] Boat House [ C3 ] Cazenove [ D1 Beebe [ D2 Bates [ H4 FA ellesley Colleg , So TO ack 30 3 29 2 5 16 21 38 13 24 14 7 8 31 W KEY 1 Tr Lacrosse F

234 Campus Map Travel Directions

By Car By Airplane By Train By Bus • From the West: Options from Logan International Options from the Amtrak terminal at • From Peter Pan and Greyhound Take the Massachusetts Turnpike Airport: South Station: terminals at South Station, use Com­ (I-90) to Exit 14 (Weston). Go south • By car: From the airport, take the • From South Station, take the muter Rail directions above. on Interstate 95 (Route 128) for 1/2 Ted Williams Tunnel to the Mass Framingham/Worcester Commuter Or mile to Route 16, Exit 21B. Follow Pike (I-90) West. Then follow direc- Rail to the Wellesley Square stop. Route 16 West for 2.9 miles to a • Take a Non-Express Greyhound or tions from the East. The commute is approximately half stoplight (five-way intersection) in Peter Pan bus to the Riverside ter- an hour. One-way fare is $5.25 and the town of Wellesley; go straight • Take a taxi directly to Wellesley minal. From there, take a taxi to the is paid on the train. Exact change is on Route 135 (West). At the third College. See Area Taxis. Allow at College. See Area Taxis. Commute not required. traffic light, take a left into the main least an hour for the commute. from Riverside will be about 30 entrance of the College. Take your Or Go up the stairs and turn left onto minutes, although it may be longer first right to the new Davis Parking Crest Road; follow Crest a short during rush hour. • Take the Logan Express bus, which Facility. distance. Take a right onto Central Note: Express buses DO NOT stop at picks up at all airline terminals, to Street. Walk five minutes to the • From the East: Riverside. Framingham. Allow at least an hour second set of lights. Cross the street Take the Massachusetts Turnpike for the commute. Call 800-23- to the entrance of the College. From Area Taxis (I-90) west to Exit 16 (West LOGAN or visit www.massport.com/ there, allow 20 minutes to walk to Newton). Follow Route 16 West for Bay State Taxi Service logan/getti_typeo_logan.html for your destination on campus. 617.566.5000 4.7 miles, using directions above. more information. Note: The Commuter Rail runs on a www.baystatetaxi.com • From the North: From Framingham, take a taxi to the schedule that can be accessed by calling Newton Yellow Cab Take Interstate 95 South (Route College. See Area Taxis. Allow half 800.392.6100 or 617.222.3200 or 617.332.7700 128) to Exit 21B (Route 16 West). an hour for the ride to Wellesley. by visiting www.mbta.com. Please call www.newtonyellowcab.com Follow Route 16 West for 2.9 miles, ahead when making travel plans; the using directions above. Or Veteran’s Taxi schedule varies on weekends and holi- 617.527.0300 • From the South: • Take the free shuttle bus to the days. You may also take the Commuter www.veteranstaxi.com MBTA subway stop. Take the Take Interstate 95 North (Route Rail to Wellesley from Back Bay Wellesley Town Taxi 128) to Exit 21B (Route 16 West). Blue Line Inbound four stops to Station. 781.237.2201 Follow Route 16 West for 2.9 miles, Government Center. Go upstairs If you prefer, call a taxi from the www.wellesleytowntaxi.com using directions above. and change to the Green Line. Ride an Outbound subway marked Wellesley Square Commuter Rail Prices may vary. “RIVERSIDE-D” to Woodland, the stop. See Area Taxis. second to last stop on the D line. Or Subway fare is $1.70. • From South Station, take the MBTA Note: All fares quoted are subject to From Woodland, take a taxi to the Subway (Red Line) Inbound two change. Travel time may need to be College. See Area Taxis. stops to Park Street. Go upstairs increased during rush hour. Allow two hours for total commute. and change to the Green Line. Ride an Outbound subway marked “RIVERSIDE-D” to Woodland, the second to last stop on the D Line. Follow the above directions from Woodland.

235 Travel Directions Notes

236 Catalog Statement Nondiscriminatory Policies Student Records Copies of the Privacy Act, the regula- The information contained in this cata- Wellesley College admits students without Maintenance of the confdentiality of tions therein, and the “Wellesley College log is accurate as of July 2011. However, regard to race, color, religion or national individual student educational records Guidelines on Student Records” are avail- Wellesley College reserves the right to origins, to all the rights, privileges, pro- has always been important at Wellesley, able on request from the Office of the make changes at its discretion affecting grams, and activities generally accorded or as is a concern for the accuracy of each Registrar. Students wishing to inspect policies, fees, curricula or other matters made available to students at the College. record. The Family Educational Rights and a record should apply directly to the announced in this catalog. The College does not discriminate on Privacy Act (FERPA) of 1974, commonly office involved. Complaints concerning the basis of religion, national origins or known as the “Buckley Amendment,” alleged noncompliance with the Privacy Disclosure of Graduation Rate sexual orientation, in administration of helps protect the privacy of student edu- Act by the College, which are not sat- In accordance with the Student Right-to- its educational policies, scholarship or cation records. Under the provisions of isfactorily resolved by the College, may Know and Campus Security Act (Public loan programs, athletic and other college- the Privacy Act, every Wellesley student be addressed in writing to the Family Law 101-542), the graduation rate for administered programs or in its employ- is assured the right to inspect and review Policy Compliance Office, Department of students who entered Wellesley College as ment policies. all college records, fles, and data directly Education, 400 Maryland Avenue, S.W., first-year students in September 2004 on a Wellesley College, as an independent, related to her, with certain exceptions such Washington, D.C. 20202-4605. full-time basis was 90%. (The period cov- undergraduate educational institution for as medical and psychiatric records, conf- Students interested in placing limita- ered is equal to 150% of the normal time women, does not discriminate on the basis dential recommendations submitted before tions on the release of information should for graduation). of sex against its students in the education- January 1, 1975, records to which the contact Student Financial Services. al programs or activities in which it oper- student has waived her right of access, and Directory Information ates and does not discriminate on the basis fnancial records of the student’s parents. The Privacy Act gives Wellesley the right to of sex in its employment policies, in com- The student may also seek a correction or make public at its discretion, without prior pliance with the regulations of Title IX of deletion where a record is felt to be inaccu- authorization from the individual student, the Education Amendments of 1972, nor rate, misleading, or otherwise in violation the following personally identifable infor- does the College discriminate on the basis of the privacy or other rights of the stu- mation: name; class year; home address of handicap in violation of Section 504 of dent. The Privacy Act also protects the pri- and telephone number; college address and the Rehabilitation Act of 1973. vacy of personally identifable information telephone number; college e-mail address; maintained in student records, including schedule of classes; major and minor the student account, by prohibiting the feld(s); date and place of birth; dates of release of such information (other than attendance at Wellesley College; degrees, those items defned below as “Directory honors, and awards received; weight and Information”) without the written consent height of student athletes; participation in of the student, except to persons such as officially recognized sports and activities; officials or teachers within the College and previous educational institution most who have a legitimate educational interest recently attended. In addition, student in seeing the information, officials of other photographs are part of a College directory institutions in which the student seeks to that resides on the Wellesley College Web enroll, the student’s parents if the student site and they appear on class lists that are is a dependent for tax purposes, and cer- available to the members of the faculty. tain other persons and organizations. These photographs are accessible only to The fnal regulations for the Act make members of the college community. clear that, in the case of students who are The Privacy Act also allows individual dependents of their parents for Internal students to place limitations on the release Revenue Service purposes, information of any of the above information. A student from the education records of the student who wishes to do this must inform the may be disclosed to the parents without Registrar, Green Hall, in writing each year the student’s prior consent. It will be by July 15 for the following academic year. assumed that every student is a dependent In practice, College policies discourage of her parents, as defned by the Internal the indiscriminate release of any informa- Revenue Code, unless notifcation to the tion about individual students. College contrary with supporting evidence satis- directories and lists are for use within the factory to the College is fled in writing College community. with the Registrar by October 1 of each academic year. All correspondence relat- ing to a student’s undergraduate perfor- mance is removed from a student’s fle and destroyed one year after graduation. Wellesley College Nonprofit 106 Central Street U.S. Postage Wellesley, MA 02481-8203 PAID Permit 12548 2011–2012

Wellesley College Catalog Course Catalog

Courses of Instruction Africana Studies Computer Science Italian Studies Physical Education & Athletics American Studies East Asian Languages & Japanese Physics Anthropology Literatures Japanese Language & Political Science Arabic East Asian Studies Literature Psychology Architecture Economics Japanese Studies Quantitative Reasoning Art Education Jewish Studies Program Asian American Studies English Korean Language & Culture Religion Astronomy Environmental Studies Latin Russian Astrophysics Extradepartmental Latin American Studies Russian Area Studies Biological Chemistry First-year Seminar Program Legal Studies Sociology 201 Biological Sciences French Linguistics South Asia Studies Chemistry French Cultural Studies Literature or Film Spanish 1 Chinese Geosciences Mathematics Statistics –201 Chinese Language & Literature German Media Arts & Sciences Studio Art Chinese Studies German Studies Medieval/Renaissance Studies Sustainability Certificate

2 Cinema & Media Studies Greek Middle Eastern Studies Program Classical Civilization Health & Society Music Theatre Studies Classical Studies Hebrew Neuroscience Urban Studies Cognitive & Linguistic Sciences History Peace & Justice Studies Women’s & Gender Studies Comparative Literature History of Art Philosophy The Writing Program International Relations